Parents Support and Self Motivation as Correlate of Academic Achievement Among Ploy Techniques Students in Delta State (Otefe and Auchi Polytechnic Used Be Used as Case Study)
Abstract
This study employed a quantitative survey research design to investigate the interplay between parental support, self-motivation, and academic achievement among polytechnic students in Delta State. A sample size of 120 respondents was surveyed, utilizing a structured questionnaire as the primary data collection instrument. The collected data were subsequently presented and analyzed using IBM SPSS Statistics version 26. The study’s objectives were addressed through a rigorous analysis of the data. Hypotheses were tested using regression analysis estimates to ascertain the presence and strength of correlations between parental support, self-motivation, and academic achievement. The research findings unveiled insightful patterns and relationships within the data. Notably, a positive correlation was identified between parental support and academic achievement, accentuating the pivotal role parents play in enhancing students’ educational outcomes. Similarly, a strong link was observed between self-motivation and academic achievement, highlighting the significance of intrinsic motivation in driving students’ success. These findings contribute to the understanding of the multifaceted factors influencing academic performance in polytechnic institutions. The study provides valuable insights for educators, parents, policymakers, and researchers alike, emphasizing the need for collaborative efforts to foster an environment that nurtures both familial support and individual motivation. By acknowledging these elements, educational stakeholders can develop effective strategies that optimize students’ potential and facilitate holistic development. In conclusion, this study underscores the importance of parental support and self-motivation in shaping the academic achievements of polytechnic students. The empirical evidence presented establishes a foundation for future research endeavours and informed decision-making in educational contexts. The findings resonate with the imperative of fostering an ecosystem that holistically supports students, and they offer actionable insights to elevate the quality of education and student outcomes.
CHAPTER ONE
INTRODUCTION
 Background to the Study
The academic achievement of students has long been a topic of significant interest in the field of education, with researchers and educators constantly seeking to uncover the factors that contribute to successful learning outcomes. This study aims to delve into the relationship between parental support, self-motivation, and academic achievement among polytechnic students in Delta State, with a specific focus on Otefe and Auchi Polytechnics. By examining the dynamic interplay between these variables, the research aims to provide valuable insights into the complex factors that influence students’ success in their academic pursuits (Abesha, 2020; Adekeyi, 2018; Aremu, 2020; Asikhia, 2018).
Numerous studies have explored the influence of various factors on academic achievement. Abesha (2020) emphasized the significance of parental styles, academic self-efficacy, and achievement motivation in shaping students’ academic success. Adekeyi (2018) highlighted the role of effective teaching practices in enhancing learning outcomes. Aremu (2020) delved into the impact of home, school, and government on primary school pupils’ academic performance, while Asikhia (2018) discussed students’ and teachers’ perceptions of the causes of poor academic performance. These studies collectively underscore the multidimensional nature of academic achievement, influenced by a combination of factors from home, school, and personal attributes.
Furthermore, socio-economic factors have been recognized as influential components in academic achievement. Azhar et al. (2021) investigated the impact of parental education and socio-economic status on university students’ academic achievement, demonstrating the far-reaching effects of background variables on educational outcomes. Udida, Ukwayi, and Ogodo (2018) delved into the determinant role of parental socio-economic background on secondary school student’s academic performance. These studies shed light on the disparities in achievement that can arise due to differing socio-economic circumstances, emphasizing the need for an inclusive approach to educational policies and interventions.
Educational psychology has provided valuable insights into the cognitive and behavioural aspects of learning and academic achievement. David (2019) discussed the foundational principles of educational psychology, elucidating the intricate relationship between teaching methods, learning processes, and achievement outcomes. Schulz (2019) discussed the measurement of socioeconomic backgrounds in students and their effect on achievement, emphasizing the need for comprehensive assessment tools that account for diverse backgrounds.
Motivation, both intrinsic and extrinsic, has been repeatedly identified as a key factor in academic achievement. Meyer, Allen, and Smith (2017) emphasized the significance of commitment to organizations and occupations as part of motivation’s role in shaping performance outcomes. Eweniyi (2019) explored the impact of family structure on university students’ academic performance, hinting at the potential influence of family dynamics on students’ motivation to excel academically. The work of Vallerand et al. (2016) on the academic motivation scale provided a comprehensive framework for understanding intrinsic, extrinsic, and motivation in educational contexts, contributing to the measurement and analysis of students’ motivational factors.
Gender differences have also been studied in academic motivation and achievement. Azhar et al. (2021) examined the effects of gender on academic achievement, highlighting the complexity of interactions between gender, socioeconomic and educational outcomes. Rusillo and Arias (2018) delved into gender differences in academic motivation among secondary school students, indicating potential variations in motivational factors based on gender.
The above-cited research has paved the way for understanding the multifaceted nature of academic achievement and the multitude of factors that contribute to students’ success. While these studies offer insights into various dimensions of the academic journey, the present research seeks to specifically investigate the roles of parental support and self-motivation in academic achievement among polytechnic students. Building on the existing body of knowledge, this study end endeavours to provide a comprehensive understanding of the interplay between these variables within the context of polytechnic education in Delta State (Azhar et al., 2021; Udida, Ukwayi, & Ogodo, 2018; David, 2019).
Statement of the Problem
The educational landscape is marked by diverse factors influencing students’ academic achievement. However, despite substantial research on academic performance determinants, the intricate interplay between parental support, self-motivation, and academic achievement among polytechnic students in Delta State remains relatively unexplored. This study aims to address this gap by investigating how parental support and self-motivation impact the academic achievement of polytechnic students, with a specific focus on Otefe and Auchi Polytechnics. While individual studies have touched upon these factors in isolation, a comprehensive understanding of their combined influence on academic outcomes is lacking (Abesha, 2020). This research will contribute to a holistic comprehension of the factors shaping polytechnic students’ academic success, potentially informing educational policies and interventions. Therefore, the central problem of this study revolves around discerning the extent to which parental support and self-motivation correlate with the academic achievement of polytechnic students in Delta State, offering insights into the dynamics of achievement within this unique educational context.
Aims and Objectives of the Study
The primary aim of this study is to examine the parent’s support and self-motivation as correlates to academic achievement among ploy techniques students the in delta state (a case study of Otefe and Auchi Polytechnics). The specific objectives of the study include:
- To assess the level of parental support received by polytechnic students in Delta State.
- To analyze the degree of self-motivation exhibited by polytechnic students in their academic pursuits.
- To examine the correlation between parental support, self-motivation, and academic achievement among polytechnic students.
Research Questions
The study seeks to address the following research questions:
- What is the extent and nature of parental support that polytechnic students in Delta State receive in their academic journey?
- How do posocioeconomicents in Delta State demonstrate varying degrees of self-motivation in their academic pursuits?
- Is there a significant correlation between the levels of parental support, self-motivation, and academic achievement among polytechnic students in Delta State?Â
 Research Hypothesis
The following hypotheses were tested in this study:
- There is no positive correlation between parental support and academic achievement among polytechnic students.
- There is no positive correlation between self-motivation and academic achievement among polytechnic students.
Significance of the Study
The significance of this study resonates deeply with various stakeholders within the Nigerian education system, encompassing students, scholars, tertiary institutions, and the broader educational framework. For students, particularly those enrolled in polytechnics like Otefe and Auchi, the findings of this research can provide actionable insights into optimizing their academic journey. By understanding the role of parental support and self-motivation in academic achievement, students can enhance their learning strategies, fostering a more effective approach to their studies. The outcomes of this study can empower students to make informed decisions about their learning environment and practices, potentially leading to improved academic outcomes. CE
Scholars in the field of education and psychology stand to benefit from this research by gaining a deeper understanding of the specific dynamics involved in the academic success of polytechnic students in Delta State. The study’s findings can serve as a foundation for future research, enabling scholars to delve into related areas and explore additional factors that might contribute to student achievement. The research can also facilitate the development of tailored end endeavours aimed at improving educational outcomes for polytechnic students in the region.
Tertiary institutions in Nigeria, including polytechnics, can utilize the insights gained from this study to enhance their support systems and educational practices. By recognizing the pivotal roles of parental involvement and self-motivation, institutions can develop targeted programs that foster a conducive learning environment, encouraging students to perform at their best. Such initiatives can include workshops for parents, mentorship programs, and motivational seminars, all designed to create a holistic approach to student development and achievement.
Moreover, the Nigerian education system as a whole can benefit from this research by leveraging its findings to refine educational policies and strategies. A comprehensive understanding of the factors influencing academic achievement can guide policymakers in shaping a more effective educational framework that considers the role of family support and intrinsic motivation. The outcomes of this study can thus contribute to the overall improvement of educational outcomes in the country.
In essence, this study holds great significance for students, scholars, tertiary institutions, and the Nigerian education system by shedding light on the intricate relationship between parental support, self-motivation, and academic achievement among polytechnic students. Its potential to inform tailored interventions, guide future research endeavours, and influence educational policies underscores its value in fostering positive changes within the educational landscape.
Scope of Study
The scope of this study encompasses an in-depth examination of the relationship between parental support, self-motivation, and academic achievement among polytechnic students in Delta State, with a specific focus on Otefe and Auchi Polytechnics. The research will target students enrolled in various programs within these institutions. The study will involve quantitative data collection through surveys and questionnaires, allowing for the assessment of parental involvement levels, students’ self-motivation, and their corresponding academic performance. The investigation was delimited to students’ perceptions and experiences regarding parental support and self-motivation, and the extent to which these factors contribute to academic outcomes. The study will not explore external influences beyond the immediate family context, such as socio-economic factors or cultural influences. The findings are intended to provide valuable insights into the targeted relationship within the context of polytechnic education in Delta State, aiding educators, policymakers, and researchers in understanding and improving academic achievement dynamics.
1.8 Definition of Terms
To ensure clarity, certain terms used in this study are defined as follows:
Parental Support: The involvement, guidance, and assistance provided by parents or guardians to students in their educational journey, which may include academic, emotional, and logistical support.
Self-Motivation: The internal drive and determination exhibited by students to pursue their academic goals, overcome challenges, and achieve success.
Academic Achievement: The level of success attained by students in their academic endeavours, often measured through grades, test scores, and overall academic performance.
Polytechnic: An institution of higher education that offers specialized training and education in technical and vocational fields.
Delta State: A state in Nigeria, known for its diverse cultural and economic activities, and home to various educational institutions.
References
- Schulz, W. (2019). Measuring socioeconomic background in students and its effects on achievement. Journal of Educational Psychology, 117(5), 849-868.
- Tella, A. (2017). Impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. International Journal of Educational Research, 1(2), 22-35.
- Udida, L. A., Ukwayi, J. K., & Ogodo, S. (2018). Influence of parental socio-economic background on secondary school student’s academic performance in mathematics in Abakaliki Metropolis, Nigeria. Journal of Social Sciences and Public Policy, 10(2), 26-36.
- Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (2016). The academic motivation scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.
- Yun, J. E., & Yuan-qiong, L. I. (2020). The relationship between self-determined learning and academic motivation among university students. Journal of South China Normal University (Social Science Edition), (1), 51-59.
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