Project – Impact of Lack of Self-Motivation on Students’ Poor Performance in English Language – A Study of Five Selected Public Secondary Schools in Ikeja

CHAPTER ONE

INTRODUCTION

1.0 Background of the Study

English language occupies a central position in Nigeria’s educational system. It serves as the official language of instruction from upper primary to tertiary level and is also widely used in governance, media, law, and commerce. According to Schmied (2000), English in multilingual societies like Nigeria functions as a unifying language that facilitates communication across diverse ethnic groups. As a result, competence in English language is essential for academic success and social mobility.

In the school system, English language is not only a subject but also a medium through which other subjects are taught. This makes its mastery very important for students’ overall academic achievement. Abdulaziz (2000) notes that English plays a crucial role in science, technology, and international communication, making it indispensable for modern education. Therefore, students’ performance in English language significantly affects their performance in other subjects.

Despite its importance, students’ performance in English language in Nigeria has remained relatively poor over the years. Many students struggle with reading comprehension, grammar, vocabulary, and writing skills. Studies have shown that a large number of secondary school students complete their education with low proficiency in English language (Mushi, 1989; Mbowe, 1994). This persistent poor performance raises concern among educators and stakeholders.

One of the key factors influencing students’ academic performance is motivation. Motivation determines the level of effort, persistence, and enthusiasm students put into learning activities. Littlewood (1995) describes motivation as the driving force that determines how much effort learners are willing to invest in the learning process. Without adequate motivation, students may lack interest and commitment to academic tasks.

Self-motivation, which is the internal drive to achieve academic goals without external pressure, is particularly important in language learning. Students who are self-motivated tend to engage more in independent learning activities such as reading, writing, and practicing language skills. According to Ryan and Deci (2000), intrinsic motivation leads to sustained learning behavior and improved academic performance.

However, many students in secondary schools appear to lack self-motivation toward learning English language. This lack of internal drive often results in poor study habits, low participation in classroom activities, and limited practice outside the classroom. Bandura (1997) explains that students’ belief in their own abilities (self-efficacy) greatly influences their motivation and academic success.

In Ikeja Local Government Area of Lagos State, teachers have reported cases of declining interest in English language among students in public secondary schools. Many students depend solely on classroom instruction without engaging in personal study or practice. This situation contributes significantly to their poor performance in English language examinations.

Therefore, understanding the impact of lack of self-motivation on students’ academic performance in English language becomes necessary. This study seeks to examine how self-motivation affects students’ performance and the extent to which its absence contributes to poor academic outcomes in selected public secondary schools in Ikeja.

1.1 Statement of the Problem

Despite the importance of English language as a core subject in Nigerian secondary schools, students’ performance in the subject has remained consistently poor. Examination reports from various schools indicate that a significant number of students fail to achieve acceptable grades in English language. This situation poses a serious challenge to students’ academic progression and future opportunities.

One of the major concerns is the apparent lack of self-motivation among students. Many students show little or no interest in learning English language unless they are compelled by teachers or parents. They often fail to complete assignments, participate actively in class, or engage in independent study. This lack of internal drive negatively affects their academic performance.

In addition, some students perceive English language as a difficult subject, which reduces their confidence and willingness to learn. As a result, they rely heavily on teachers without making personal effort to improve their skills. This attitude contributes to persistent poor performance in both internal and external examinations.

Furthermore, despite various motivational efforts by teachers such as rewards, encouragement, and classroom engagement, students’ performance in English language remains unsatisfactory. This raises the question of whether the problem is related more to the absence of self-motivation rather than external motivational strategies.

It is against this background that this study investigates the impact of lack of self-motivation on students’ poor performance in English language in five selected public secondary schools in Ikeja Local Government Area of Lagos State.

1.2 Purpose of the Study

The main purpose of this study is to examine the impact of lack of self-motivation on students’ poor performance in English language in selected public secondary schools in Ikeja.

1.3 Objectives of the Study

The specific objectives of this study are to:

1. Determine the extent to which lack of self-motivation affects students’ performance in English language in selected public secondary schools in Ikeja.
2. Examine the relationship between students’ self-motivation and their academic achievement in English language.
3. Identify the effects of lack of self-motivation on students’ study habits in English language.
4. Investigate how lack of self-motivation influences students’ classroom participation in English language lessons.

1.4 Research Questions

The following research questions guide the study:

1. To what extent does lack of self-motivation affect students’ performance in English language in selected public secondary schools in Ikeja?
2. What is the relationship between students’ self-motivation and their academic achievement in English language?
3. How does lack of self-motivation affect students’ study habits in English language?
4. In what ways does lack of self-motivation influence students’ classroom participation in English language lessons?

1.5 Research Hypothesis

H₀: There is no significant relationship between lack of self-motivation and students’ poor performance in English language in selected public secondary schools in Ikeja.

H₁: There is a significant relationship between lack of self-motivation and students’ poor performance in English language in selected public secondary schools in Ikeja.

1.6 Significance of the Study

The findings of this study will be beneficial to teachers, students, school administrators, parents, and educational policymakers. Teachers will understand the importance of encouraging self-motivation among students in English language learning. Students will become aware of the need to develop internal drive for academic success.

School administrators and policymakers will use the findings to develop strategies that promote effective teaching and learning of English language. Parents will also gain insight into their role in encouraging self-discipline and motivation in their children’s academic activities.

1.7 Scope of the Study

This study is limited to five selected public secondary schools in Ikeja Local Government Area of Lagos State. It focuses on the impact of lack of self-motivation on students’ academic performance in English language.

1.8 Operational Definition of Terms

Self-Motivation: The internal drive or willingness of students to engage in learning activities without external pressure.

Academic Performance: The level of achievement of students in school subjects, especially English language.

English Language: A core subject and medium of instruction in Nigerian secondary schools.

Poor Performance: Low grades or failure in academic assessments.

Secondary School Students: Learners in post-primary education, specifically in SS1, SS2, and SS3.

Project – Impact of Lack of Self-Motivation on Students’ Poor Performance in English Language – A Study of Five Selected Public Secondary Schools in Ikeja