EXPLORING THE RELATIONSHIP BETWEEN ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG COLLEGES OF EDUCATION STUDENTS IN GHANA AND NIGERIA

Autors/ores

  • Mohammed Bashiru Tamale College of Education, Tamale, Ghana
  • Khadija Mahmoud Department of Educational Psychology and Counseling, Ahmadu Bello University, Zaria, Nigeria

DOI:

https://doi.org/10.46827/ejes.v13i5.6660

Paraules clau:

achievement motivation, academic achievement, teacher education, Ghana, Nigeria, Colleges of Education

Resum

This study explored the relationship between achievement motivation and academic achievement among Colleges of Education students in Ghana and Nigeria. A correlational research design was adopted, involving a sample of 372 second-year students selected through stratified random sampling from public Colleges of Education in both countries. Data were collected using an adapted Achievement Motivation Scale and students’ Cumulative Grade Point Averages (CGPAs) as a measure of academic achievement. Descriptive and inferential statistics using Pearson Product-Moment Correlation were used for data analysis. The findings revealed that students in both Ghana and Nigeria exhibited high levels of achievement motivation. Furthermore, a significant positive relationship was found between achievement motivation and academic achievement in both countries (Ghana: r = .332, p < .05; Nigeria: r = .312, p < .05). Moreover, achievement motivation significantly predicted academic achievement. It was concluded that there was a positive relationship between academic motivation and academic achievement among students in Colleges of Education in both Ghana and Nigeria. Also, the study establishes that achievement motivation significantly predicts academic achievement in both Ghana and Nigeria. The study recommends that the counseling units of the various colleges should regularly organize seminars and programs that can help students enhance their motivation for high academic achievement.

Biografies de l'autor/a

  • Mohammed Bashiru, Tamale College of Education, Tamale, Ghana

    Bashiru Mohammed (PhD) is a lecturer and the vice principal of Tamale College of Education. He has over 15 years of work experience at the college. His research interests include motivation, self-efficacy, self-esteem, learning theories, special education, and e-learning.

  • Khadija Mahmoud, Department of Educational Psychology and Counseling, Ahmadu Bello University, Zaria, Nigeria

    Khadija Mahmoud is a Professor of Educational Psychology at Ahmadu Bello University Zaria with over 40 years of teaching experience spanning all educational levels: primary during NYSC, post-primary for 11 years, Federal College of Education for 10 years and university teaching for 22 years, including 14 years at professorial rank. Specialties include personality and cognitive psychology, inclusive education and girl child education. She has supervised over 65 master’s theses, 40 PhD dissertations and numerous undergraduate projects. A member of NISEP, ACPL, TRC and APA, she has presented at national and international conferences across and outside Nigeria. She serves as internal and external examiner for postgraduate programs and academic promotions, reviews journal articles and has worked as lead researcher and editor-in-chief for several journals. She contributed to curriculum development and teacher training. She holds Bachelor of Education degree in Language Arts, Masters degree and Ph.D. in Educational Psychology from Ahmadu Bello University Zaria and Bayero University Kano, Nigeria.

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Descàrregues

Publicat

2026-04-11

Número

Vol. 13 Núm. 5 (2026)

Secció

Articles

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