Interaction Effect Of Motivational Strategies (Intrinsic And Extrinsic) And Gender On Students’ Achievement And Retention In Chemistry In Ogidi Education Zone Of Anambra State

Abstract

This study examined the interaction effect of motivational strategies (intrinsic and extrinsic) and gender on students' achievement and retention in Chemistry in Ogidi education zone of Anambra state. It was quasi-experimental, non-randomized control group design. The study was guided by two research questions and two null hypotheses. The population of the study consisted of 2,154 (1,141 females and 1,013 males) Senior Secondary (SS) 1 Chemistry students in 26 state owned co-educational secondary school in Ogidi Education Zone of Anambra State. Simple random sampling technique (balloting without replacement) was used to select two out of the three local government areas in Ogidi Education Zone. The sample of the study consists of one hundred and fifty eight (158) (76 males and 82 females) Chemistry students. A Simple random sampling technique (balloting without replacement) was used also to select 4 schools while a flip of a coin was used to assign two of the schools to intrinsic group and the other two to the extrinsic group. Chemistry Achievement Test (CAT) developed by the researcher was used as the instrument for data collection. The instrument was duly validated by three expects and the reliability index of .81 was obtained using Pearson Product-Moment Correlation Coefficient (PPMCC). Mean and Standard Deviation was used to answer the research questions while ANCOVA was used to test the null hypotheses at .05 level of significance. The findings of the study showed that there was an interaction effect between motivational strategies and gender on students' achievement in Chemistry. Based on the findings also, there was no interaction effect between motivational strategies and gender on students' retention in Chemistry.It was recommended that secondary school Chemistry teachers should be encouraged to adopt motivational strategies in the teaching of Chemistry. Based on the findings also, conclusion and recommendations were made.