School-related Factors and Junior Secondary School Student’s Motivation towards Learning in Ogun State, Nigeria

Abstract

The intricate relationship between school-related factors and student motivation had become a pivotal focus in contemporary educational discourse, particularly in the context of junior secondary education. This study delves into the multifaceted dynamics of this relationship to shed light on the nuanced implications of school-related factors on the motivation of junior secondary school students. By investigating the combined and relative influence of teacher support, classroom rules, and instructional resource availability, the research offered valuable insights into optimising learning environments and fostering a sustainable culture of academic enthusiasm. The study employed a descriptive survey research design gathering data from a representative subset of
470,449 students from 510 public junior secondary schools in Ogun State, Nigeria. Using multiple regression analysis, the findings underscored the significant combined influence of school-related factors on student motivation (F = 79546.842, p < 0.05), with instructional resource availability demonstrating the highest relative influence ( = 0.570, p < 0.05), followed by teacher support ( = 0.223, p < 0.05), and classroom rules ( = 0.041, p < 0.05). The study highlights the need for continuous investment in instructional resources, comprehensive professional development for educators, and the adoption of a balanced approach to classroom management to foster a conducive learning environment and enhance student motivation. Recommendations included prioritizing resource provision, comprehensive teacher development programs, balanced classroom management approaches,
and increased parental engagement to bolster student motivation and learning outcomes.