Teacher Motivational Competence as Correlate of Perceived Outcome of Computer Studies Instruction in Secondary Schools in Rivers State, Nigeria

Abstract

This study investigated the correlation between teacher motivational competence and the perceived outcome of Computer Studies instruction in Secondary Schools in Rivers State. A correlational research design was adopted. The population for this study comprised 379 Computer Studies teachers and 222750 students of the government-owned senior secondary schools in Rivers State. The purposive sampling techniques were adopted in this study to obtain 379 Computer Studies teachers and 18950 students, making a total sample of 19329 respondents. The instrument used for data collection was a structured questionnaire. The reliability coefficient of the instrument was determined using the Cronbach Alpha method, with values of 0.66 and 0.79 obtained. Two research questions and one research hypothesis guided this research. Mean (x Ì…), Standard Deviation (SD), and Pearson Product Moment Correlation (PPMC) was used to answer research questions.

In contrast, simple regression analysis and t-statistics were used to test the hypotheses of no significant relationship at a 0.5 level of significance. The study's findings revealed that the respondents agreed that teachers' motivational competence has a notable relationship with the outcome of Computer Studies instruction in Rivers State Secondary Schools. The hypothesis result also indicated a significant relationship between teacher motivational competence and the outcome of Computer Studies instruction in Secondary Schools in Rivers State.