Academic Performance: A Function of Achievement Motivation Among Education Students of Cross River University of Technology, Calabar

The study examined the relationship between first year education students’ achievement motivation and their academic performance.  The design employed for the study was survey (expo-facto).  A total of seven hundred and fifty (750) out of one thousand three hundred and fifty two students (1352) students of the 2010/2011 academic session were randomly selected for the study.   To guide the study, two hypotheses were formulated on students’ academic achievement motivation and academic performance as well as students’ social achievement motivation and academic performance.  Relevant literature was reviewed to back up the study.  The instrument used for the study was tagged “Education Students’ Achievement Motivation Scale (ESAMS)” which was adapted from Cofer and Appley (1964) Achievement Imagery and Grandal and Grandal (1965) Modified Intellectual achievement Questionnaire (MIAQ).  The instrument consisted of two parts,   A and B.  Part A consisted of items on respondent’s Bio –data while Part B comprised of 15 items which elicited responses from students’ achievement motivation.  The results of the study after analysis of the hypotheses obtained data with “ANOVA” statistical analysis technique indicated that neither students’ academic achievement motivation nor students’ social achievement motivation had any significant influence on education students’ academic performance.   Based on these findings, some recommendations were made.