TABLE OF CONTENTS

Title Page                                                                                                  i

Certification                                                                                                         ii

Dedication                                                                                                       iii

Acknowledgement                                                                                    iv

Table of contents                                                                                         v

List of Tables                                                                                                       vi

Abstract                                                                                                           vii

CHAPTER ONE: INTRODUCTION                                                             1

Statement of the Problem                                                                              10

Purpose of Study                                                                                         10

Operational Definition of Terms                                                               11

CHAPTER TWO: LITERATURE REVIEW                                                         12

Theoretical Review                                                                                      12

Empirical Review                                                                                               26

Summary of Literatures                                                                                  39

Hypotheses                                                                                                   40

CHAPTER THREE: METHOD                                                                       41

Participants                                                                                                       41

Instruments                                                                                                 41

Procedure                                                                                                   43

Design/statistics                                                                                       43

CHAPTER FOUR: RESULTS                                                                 44

CHAPTER FIVE: DISCUSSION                                                              46

Implication of the Study                                                                              47

Limitation of the Study                                                                                49

Suggestion for Further Studies                                                                           49

Conclusion                                                                                               49

REFERENCES                                                                                      51

APPENDIX                                                                                                               

                                                LIST OF TABLES

Table I.            Multiple regression table showing the model summary, Beta (β) coefficient and significant levels of internet usage, parental involvement and gender on achievement motivation.

Table 2.           Descriptive statistics and correlation matrix for internet usage, parental                         involvement and gender as predictors of achievement motivation.

ABSTRACT

The present study examined internet usage, parental involvement and gender as predictors of achievement motivation among secondary school students in Nsukka urban. Three hundred and three (303) Senior Secondary II and III students (163 males and 140 females) accidentally sampled from University Secondary School, St Theresa’s College and Community Secondary School Isienu all in Nsukka urban participated in the study. They were aged between 15 and 20 years, with mean age of 17.5 years. The Internet Use Inventory (IUI), the parent support questionnaire (PSQ) and the Nigerian adaptation of Herman’s questionnaire measure of achievement motivation (HQMAM) were the three instruments used in data collection. Three hypotheses were postulated and tested. Regression analysis result showed that parental involvement and gender significantly predicted achievement motivation (β = – .24, t = – 4.43 P<.091) (β = – .24, t. = – 4.26, P<.001). However, internet usage did not significantly predict achievement motivation. The limitations of the study were highlighted and suggestions made for further studies.

CHAPTER ONE

INTRODUCTION

            The strive by parents of all classes to give their children the best of education justifies the value placed on education. But how much the children will eventually learn may depend on their level of motivation. Motivating students to achieve in school is a topic of great concern to teachers and parents, and of great theoretical importance to researchers (Tuckman, 1999). According to Tuckman, one of the greatest challenges and opportunities of the 21^st century will be for schools at all levels to focus more on assisting students to become motivated in order that they can succeed in school.

            The study of motivation is very much the study of why behaviour occurs. This is why motivation can be defined as the desires, needs, and interests that arouse or activate an organism and direct it toward a specific goal (Crider, Goethals, Kavanaugh & Solomon, 1983). Motivation is concerned with factors that energize behaviour and give it direction. It is the basic drive or the driving force behind all individual action (Atkinson, Atkinson, Smith & Bem 1993). A hungry man will direct his behaviour toward food and a thirsty man towards drink. Both will engage in activity more vigorously than an unmotivated individual (Atkinson, et al., 1993). Similarly a motivated student is expected to be punctual, attend classes regularly, pay more attention in class, actively participate in class, write tests, examinations, and be involved in group or class discussions than unmotivated student. The study of motivation is very much the study of why behaviour occurs According to Guay, Chanal, Ratelle, Marsh, Larose & Boivin, (2010), motivation refers to the reasons underlying behaviour. These reasons therefore, involves a constellation of closely related beliefs, perceptions, values, interests, and actions; and are also based on emotions and achievement – related goals. As asserted by Feldman (1993), the study of motivation looks at the factors that energize and directs people’s behaviour. Such factors involve motivational system-such as the need for food, water, achievement, affiliation and power. While hunger and thirst may represent two of the most potent drives in our day-to-day lives, we are also motivated by powerful secondary drives that have no clear biological basis (McClelland, 1985b; Geen, 1984). Among the most prominent of these is the need for achievement (nAch), which can also be referred to as achievement motivation. Achievement motivation can be defined as an individual’s need to meet realistic goals, receive feedback and experience a sense of accomplishment (McClelland, 1961). This is where the interest of this present study lies, particularly to investigate whether variables such as internet usage parental involvement and gender will significantly predict achievement motivation among secondary school students. The term achievement motivation also implies motivation stemming from a desire to perform well or striving for success (McClelland, 1961). It is evidenced by effort and persistence in the face of difficulties it is regarded as a central human motivation and is a key determinant of aspiration and persistence; when an individual expects that his or her performance will be evaluated on the basis of some standard of excellence. Such behaviour is called being achievement oriented (McClelland, Atkinson, Clark, & Lowell, 1953). Motivation to achieve is instigated when an individual knows that he or she is responsible for the outcome of a venture and anticipates explicit knowledge of results that will define that venture as a success or failure. McClelland et al, (1953), also believe that there need to be some degree of risk, such as uncertainty about the outcome of one’s effort.