AN INVESTIGATION OF THE RELATIONSHIP BETWEEN MOTIVATION AND TEACHER’S CLASSROOM PRACTICE ON THE ACADEMIC PERFORMANCE OF PERSONS WITH HEARING IMPAIRMENT IN ONDO STATE NIGERIA

Abstract

One of the strong variables believed to have effect on the academic performance of students is teacher’s classroom practice. That is, the teacher’s ability to manage his or her classroom as this behavior is believed to have effect on student’s academic performance. Student achievement can be regarded as the most important output of education. Expectations and pursuit of different groups such as students, families and educators in terms of achievement have resulted in various studies by researchers focus on factors that explain student performance without much considerations to the academic performance of students with hearing impairment especially in the elementary level of education. Therefore, this study set to examine motivation of teachers and teacher’s classroom practice as determinants of academic performance of students with hearing impairment in basic schools in Akure South Local Government Area of Ondo State, Nigeria. consequently, one hundred students with hearing impairment was randomly selected from Basic One to Five from Ondo State School for the Handicapped, Akure. A self-designed questionnaire was used to collect data from the respondents. It was found that there were significant relationship between classroom practice and rate of academic performance of pupils with hearing impairment in basic science. That is, classroom practice correlates with rate of academic performance of pupils (r=0.896, P<0.05). It was concluded that proper classroom practice and adequate motivations go a long way to remediate low academic performance of pupils with hearing impairment. Among others, it was recommended that routine classroom supervision by Head Teachers should be encouraged in order to improve the type of classroom practice of teachers such that the academic performance of pupils with hearing impairment will be improved.