THE IMPACT OF MOTIVATIONAL FACTORS IN THE EDUCATIONAL PURSUIT OF FEMALE STUDENTS AT THE COLLEGE OF EDUCATION EKIADOLOR BENIN

 ABSTRACT

          The education of females has been completely neglected in African before the coming of missionaries. The coming of missionaries into Africa, however, at first did not encourage the formal education of female because of the traditional belief. That the women’s roles in the family are for procreation and to assist their husband in day to day activities, like farming and fishing. This notion was gradually eroded with the coming of female’s missionaries lately into Africa. The three tiers of government i.e. local, regional and federal appreciated the need in female education after these events and started mass mobilization on female education,. Parents too, took a cue from great women in academics, politics and commerce which western education has projected.

          The study is to find out the extent with which the highlighted motivational factors can contribute towards women education, using year II and year III Economics, commerce students of College of Education Ekiadolor. Secondly, whether an intrinsic motivational factors can stimulate the learning of a given task.

          To accomplish this aim, questionnaires was designed and administered on one hundred students to investigate whether extrinsic motivational factors can influence the education of females. The respondents are given information to questions that relates to extrinsic factors, whether or not it enhances learning. Secondly, another one hundred questionnaires are administered to other group of one hundred students. These questionnaires are rooted intrinsic motivational factors in relation to the learning of task. After analysis of the data collected, the following findings and recommendations were made:

1.            It was discovered that extrinsic factors had great influence in the motivation of female students.

2.            It was also discovered that intrinsic factors had contributed largely to the learning of a given task/tasks.

3.            Motivation factors are needed in the education of females particularly those that show apathy to schooling.

4.            There is also general negative attitude towards female education in our society. Therefore, they are to be encouraged through granting of scholarship particularly to females.

TABLE OF CONTENT

Chapter One         

Background of the study

Statement of the problem

Purpose of the study

Signuificance of study

Research questions

Scope of study

Limitation of study

Definition of terms

Chapter Two         

Literature Review

Chapter Three      

Research design

Data gathering method

Research statistics

Chapter Four        

Analysis of data

Chapter Five         

Summary findings

Conclusion

Recommendations

References

Questionnaires     

CHAPTER ONE

BACKGROUND OF THE STUDY

          In pre-colonial days, Africans knew little or nothing about western education, but with the advent of colonialism, western education was introduced into Africa by missionaries. At the beginning, western education was generally embraced by the male populations because of the African belief that the women’s place is in the “Kitchen”. Females were looked at as a helper to their male folks predominately in their farming professions. Consequently, the introduction of western education produced many scholars and personalities, for example, Rev. Samuel Ajayi Crowther, who translated the Holy Bible from English Language into Yoruba language and Sapara Williams a Lagosian who became the first lawyer in Africa in the 19^th century.

          Fortunately, the notion of women’s place being in the “kitchen” was gradually being swept underground by the African populace (i.e. people of both gender), when women missionaries started coming into Africa after their counter parts had come. One of such was Mary Selessor who eradicated the killing of twins in Calabar the South-South of Nigeria. This social change, gradually motivated women is going to school to acquire west an education. Parents, local governments and then regional government were now actively involved in the education of women. This government to further enhance the advancement of women education decided to carryout mass mobilization of parents to see that women are educated. They also drew out a blueprint such as, granting scholarship to indigent students, developing women curriculum (Food and nutrition Studies, needle work etc).

          The efforts by parents, government and missionaries to say the least brought a revolution towards the orientation and beliefs against female education. Eventually, this gradual change began to yield dividends in producing great women scholars and technologist, for example Mrs. Funmilayo Rasome Kuti, the first female in Nigeria to drive a car, professor Grace Alele Williams a great mathematician and first women vice Chancellor in Nigeria and dr. Abimbola Awonivi, the first woman medical doctor in African, just to mention a few.

STATEMENT OF THE PROBLEMS  

          Africans believed that the woman’s place in the “kitchen” a helper to her male counterparts in his day to day activities. They also believe that the education of female is a waste exercise.  Parents were of the notion that after their education, they drop their maidens name for their husband’s family name after marriage they concluded that females are basically for procreation.

          Thus, this project intends to find out the motivational factors that enhance the learning skills of females using students at College of Education, Ekiadolor Benin as a case study. In order to appreciate motivation in learning we must find out the degree at which motivation influences the learning of a given task/tasks.

PURPOSE OF THE STUDY   

          The purpose of the study is to find out from the females students.

1.            Why they seems to have lost interest in lerning and displaying no motivation to lean in school or who are defeated or turnoff to school.

2.            To know the degree at which motivation can stimulate the learning of a given task/tasks.

3.            To help teachers and educational administrators to provide specific guidelines for change in practice which candidates students problems with motivation to learn in curriculum centred schools or learners centred.

4.            Trying to eradicate the frustration teachers feel in trying to motivate hand to reach students.

5.            Trying to know students and learning and emotional needs and other stress producing situations that exist in many of our schools.

6.            Trying to help teachers know about the nature of motivation to learn, and ways it can help students develop their learning skills.

SIGNIFICANCE OF THE STUDY  

          This research project is to investigate why females in Africa with reference to Nigeria seems to lost interest in learning and displaying no motivation to learn in school or turnoff to schools. The significance of this study therefore is to identify motivational factors that can bring attitudinal change towards female’s education. To identify which motivational factors that can enhance the learning of a given task/tasks.

          After identifying the remotes causes the researcher will then make recommendations that will encourage female education in order for the sex group to contribute meaningfully quota to the growth of the society.

RESEARCH QUESTIONS 

          The following hypothesis have been tentatively propounded in order to guide the research:

1.            Does extreme motivational factors has any influence on the education of females in Africa with special references to Nigeria.

2.            Can intrinsic motivational factors the learning of a given task/tasks.

SCOPE OF THE STUDY

          This study was carried out amongst year II and year III economics/commerce , accounting females students of college of education, ekiadolor Benin City. The problems the researcher encountered the cost of financing this research due to the harsh economy facing this country at the moment. In addition, the problems of getting adequate research materials, such as journals, books and publications based on females education in Africa with particular reference to Nigeria. It was discovered that some respondents/students did not give accurate answers to the questions “they decided to answer anything that come out their mind”, this by and large gave the researcher little problems when carrying out the research.

DEFINITION OF TERMS

Motivation: This can be defined as natural response to learning opportunities.

Skill: This is the ability to do well, a particular ability in doing a good thing or handling an affair or solving a problems as required.

Education: This is the process whereby a person receives ideas, skills, knowledge and interest which he would not have received in his ordinary environment.

Person/students in the school environment.

Evaluation: Refers to assessment procedures, for the purpose of increasing students, sense of competence and self efficacy, talents and understanding, families as a nature part of learning and life.

Groups: refers to students’ interaction on social skills and values.

Extrinsic: Not belonging to naturally coming from or existing outside, rather than within.

Intrinsic: Belonging to or part of the real nature of e.g. the intrinsic value of education. It is good in itself.

College of education: this refers to all prescribed experiences under school to provide an individual with the best possible training and experience to fit him/her for a trader or profession.

Data: this refers to facts, things that are certainly known and from which conclusion may be drawn.