THE RELATIONSHIP BETWEEN INTRINSIC, EXTRINSIC MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG NCE STUDENTS OF FCT COLLEGES OF EDUCATION, ABUJA

This study examined the relationship between intrinsic motivation, extrinsic motivation and academic achievement among NCE students of FCT College of Education, Abuja. A correlational survey research design was adopted, as the study sought to determine the extent and direction of the relationship among intrinsic, extrinsic motivation and students’ academic achievement. The population comprised 1,704 NCE II students, from which a sample of 313 students was drawn using the Krejcie and Morgan (1970) table and stratified and simple random sampling techniques was used in selecting the respondents fairly. A total of 311 questionnaires, representing 99.5% of the sampled respondents, were correctly completed and returned. Data were collected using a researcher-developed 30-item structured questionnaire divided into three sections: students’ cumulative grade point average (CGPA), 15 items measuring intrinsic motivation, and 15 items measuring extrinsic motivation. The instrument was face and content validated by experts, yielding a validity index of 0.76, and its reliability was established through a pilot study using Cronbach’s Alpha, which yielded coefficients of 0.93 and 0.88 for intrinsic and extrinsic motivation respectively. Data were analysed using Pearson Product Moment Correlation at the 0.05 level of significance. The findings revealed a weak to moderate, positive and significant relationship between intrinsic and extrinsic motivation (r = .385, p < .05); a strong, positive and significant relationship between intrinsic motivation and academic achievement (r = .764, p < .05); and a strong, positive and significant relationship between extrinsic motivation and academic achievement (r = .629, p < .05). Consequently, the three null hypotheses were rejected. The study concluded that both intrinsic and extrinsic motivation are significantly associated with academic achievement. It was recommended that lecturers and school authorities design tasks that are interesting and engaging, employ inquiry-based and student-centred teaching methods, and clearly communicate the career benefits of academic success to enhance student motivation and performance.