THE INFLUENCE OF TEACHERS MOTIVATIONAL STRATEGIES ON PRIMARY SCHOOLS PUPILS' PERFORMANCE IN ENGLISH LANGUAGE. A CASE STUDY OF PRIMARY SCHOOL IN ETHIOPE EAST LOCAL GOVERNMENT AREA OF DELTA STATE.

ABSTRACT

The study examined the influence of teachers’ motivational strategies on primary school pupils’ performance in English. (A case study of Ethiope East local government are of Delta state), in order to achieve the purpose of this study, five research questions were raised.
The sample of the study consists of one hundred (100) respondents which were selected using the simple random sampling method. Data was collected with the aid of questionnaire. The validity and reliability of the instrument were ascertained using the exert judgement and test-retest procedures. Simple percentage and frequency count were used to analysis the collected data. Findings from the study has shown that teachers motivation strategies play a key role in the performance of pupils in English in Ethiope East local government are of Delta state.
Thus base on the findings of the study, it can be concluded that primary school pupils’ performance in English in Ethiope East local government are of Delta state is low due to the low level of influence
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made by their teachers’ motivational strategies. Thus the study recommended that stakeholders of the educational sector of Ethiope East local government area should ensure that teachers in their locality are both intrinsically and extrinsically motivated if they must teach their pupils. Teachers should reduce the use of punishment as a motivational strategy and instead use more of the Operant conditioning motivational strategy. Teachers should watch their pupils individualized features and structure their motivational strategies in line with it. Also teachers should learn more and use different motivational strategies that can boost their pupils’ performance and not be contented with their ways of teaching.