Abstract

MOTIVATION TO LEARN MATHEMATICS AS CORRELATES OF PRE-SERVICE TEACHERS? PERFORMANCE IN MATHEMATICS

Adeneye O. A. Awofala, PhD & Oladipupo Samson Falolu

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Abstract This study investigated motivation to learn mathematics as correlates of pre-service teachers? performance in mathematics within the blueprint of correlational survey design. Data were collected from 132 pre-service mathematics teachers from one University in the South-Western part of Nigeria using one instrument tagged motivation to learn mathematics inventory. The data relating to the pre-service teachers? performance in mathematics were retrieved from their records in the University. Mean, standard deviation and Pearson product moment correlation coefficient were used in analysing the collected data. Results showed that motivation to learn mathematics of the pre-service mathematics teachers was high even at the subscale level (extrinsic, intrinsic, self-determination, self-efficacy, and goal orientation). In addition there was a significant relationship between each dimension of motivation to learn mathematics (extrinsic, intrinsic, self-determination, self-efficacy, and goal orientation) and pre-service teachers? performance in mathematics. However, assessment anxiety dimension of motivation to learn mathematics had no significant relationship with pre-service teachers? performance in mathematics. Based on the results of this study it was concluded that motivational styles should be incorporated into the method course contents of pre-service teachers as part of the techniques to motivate students so as to get them familiarised with these styles and also equip them with how to effectively use them in motivating students to learn mathematics. Keywords: Motivation to learn mathematics, pre-service teachers, performance in mathematics

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