Journal Article Critique on Relationship Between Primary School Teachers Extrinsic Motivation And Pupils Academic Performance

This critical review analyzes the article on the relationship between primary school teachers extrinsic motivation and pupils academic performance in Cross River State, Nigeria. The study aims to determine the correlation between teacher motivation and academic performance of pupils. The article is well researched, organized, and presented, with relevant and useful information for stakeholders in the education sector.

Running Head: CRITIQUE 1
Journal Article Critique
Name
Institution

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Journal Article Critique
Article used: Ndifon, R., & Cornelius-Ukpepi, B. U. (2014). The Relationship Between Primary
School Teachers Extrinsic Motivation And Pupils Academic Performance In Cross River State,
Nigeria. Global Journal of Educational Research, 13(1), 45-53.
Introduction
Education is an important element on every society. Today, the most common and viable
yardstick of measuring the impact of education is through student’s performance in their
academics. It is for this reason that Ndifon and Cornelius-Ukpepi (2014) conducted a research on
titled “The Relationship between Primary School Teachers Extrinsic Motivation and Pupils
Academic Performance in Cross River State, Nigeria.” In this study, the researchers seek to
determine the relationship that exists between external teacher motivation factors and the overall
academic performance of the pupils they teach. One may argue that the study was conducted as a
result of the dwindling academic performance among pupils in Nigeria. For a long time, parents
and the general public complained about poor performance by primary school children in both
internal and external examinations .According Ndifon and Cornelius-Ukpepi (2014), the poor
performance was due to the fact that teachers, especially those working in primary schools in the
country had little motivation to encourage them to improve their efficiency and effectiveness in
teaching (Ndifon & Cornelius-Ukpepi, 2014). This, in turn, affected children’s academic
performance. It is noteworthy that other studies have been conducted on the same topic. In all
these studies, the consensus remains that if teachers are not motivated to carry out their teaching
responsibilities effectively, then they can work against the realization of the educational
objectives (Gitonga, 2012). It is imperative to note that the text aims at showing that there is a

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significant correlation between the teachers’ motivation and the academic performance of the
students they teach. Indeed, the authors through their findings were able to establish that there is
a connection between the motivation of teachers and pupil’s performance in academics. This
critical review is organized in sections analyzing various aspects of the text among them the
problem statement, purpose of the study, its hypothesis, methodologies and findings. It will also
compare the article to other researchers’ work on the same subject.
Analysis
Noteworthy is the fact that the study is complementary and concurs with the
results of other studies conducted on the topic of teacher motivation and student’s academic
performance. For instance, the results and conclusions of this study relate to those of Akpaitam
(1997) which examined the role of motivation on the effective performance of teachers and
students on the secondary level. In Akpaitam (1997) we see that that there is a positive
correlation between the two variables. Likewise, Essien (2004) demonstrates that teacher
instructional competence plays a major role on the academic results of the students they teach. In
the same way, Ofoegbu (2001) shows that motivational factors in the school environment for
teachers results in the accomplishment of classroom effectiveness. So far, all studies indicate that
there is a positive relationship between the two, and there is no study that indicates otherwise. As
such, no studies have been conducted as yet to contradict this study and show that there is no
relationship between the level of motivation among educators and the academic performance of
the children they teach.
It is imperative to point out the fact that the researchers demonstrate a deep understanding
of the subject matter. From the beginning of the article, the authors discuss the importance of the

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subject matter and try to establish a connection between the variables. They communicate the
aims and objectives of their study at an early stage in their article. Precisely, the executive
summary and introduction ensures that the audience sufficiently understands and comprehends
the topic. Consequently, this guarantees that the reader us well informed on the topic and can
create a connection between the two main variables; that is teacher motivation and pupils’
academic performance in schools around the country.
Additionally, it is worth noting that the paper is well organized into sections and follows
the standard report format for research articles. As such, the paper is divided into sections such
as the problem statement, purpose of the study, method and design, research hypotheses,
discussion of findings, and conclusion. Notably, this sequential organization of the sections is
similar to the organization of the works of other researchers. As such, the use of this order
ensured a smooth flow of ideas and concepts regarding the subject matter. Particularly, it
guaranteed that the reader could easily connect the information from one section to the other
with the introduction part explaining what the paper was about. Likewise the problem statement
expanded on the reason behind why the study is important in that particular region. On the other
hand, the purpose statement allowed the audience to establish the reason why the study was
initiated and what it sought to find out. In this case, the reader was informed of the fact that the
study intended to investigate primary school teacher’s extrinsic motivation and pupils’ academic
performance in the Cross River State, Nigeria. Likewise the discussion of the findings helps the
reader understand and interpret the results of the study more comfortably without making
wrongful assumptions on the subject matter.

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What is more, the topic of the study and its subject matter is very relevant, interesting and
useful to various stakeholders in the education sector. So far, multiple inquiries have been made
on the topic with the view of understanding the relationship between teachers’ incentives and the
academic performance of their pupils. Predominantly, the ministry of education, parents and the
society in general are concerned about poor academic results from students throughout the world.
Thus, the study helps all these stakeholders to understand the main cause of the poor
performance and how it can be improved through initiating incentives for teachers in the form of
better salaries, timely payments of salaries, improved working conditions, and tax reductions
among others. In the same way, a study by Gitonga (2012) reveals that there is a positive
relationship between the remuneration of teachers and the school performance of learners.
Additionally, Gitonga (2012) shows that there is a relationship between the working conditions
of teachers and their efficiency in teaching. Specifically, favorable working conditions for
teachers allow them to provide their learners a complimentary learning atmosphere that enhances
student performance in examinations. Thus, the study is important and relevant due to the fact
that the information can be used by the ministry of education, the heads of schools and parents to
create good and favorable working conditions for educators in order to achieve improved results
from learners. It is worth pointing out that the results of this study is not only relevant and useful
in Nigeria, but can be applied in various schools and learning institutions all over the world to
increase performance.
Another major strength of the study is the fact that the text is detailed with information
and uses a simple and unsophisticated language. For this reason, the audience can easily
understand the content of the paper since the information is relayed in a manner that is not

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complicated. Besides, the methodology used by Ndifon & Cornelius-Ukpepi, (2014) to collect
data was very extensive. Firstly, the study incorporates a literature review of the findings of other
researchers on the same topic as secondary data. Most importantly, the researchers used primary
research methods to collect raw data through sampling to obtain first hand information on the
subject matter. Notably, the study utilized a proportionate stratified random sampling procedure
to select schools for the study. On the other hand, a simple random sampling technique was used
to select pupils and teachers to take part in the survey. They used questionnaires to collect
information from teachers and objective test items to measure pupil’s performance. As a result,
the authenticity of the data collected can be validated as reliable and authentic.
In addition, the evidence presented by the authors to support their findings is strong,
extensive and conclusive. Particularly, Ndifon & Cornelius-Ukpepi (2014) derive their evidence
from primary data, thereby offering a convincing evidence to support their results. In turn, this
renders the study as informative and relevant. It is worth pointing out that the evidence presented
in the paper is very persuasive as the authors utilize various analysis tools to come up with the
results. For instance, they use the Pearson Moment Correlation Analysis to establish that there is
a significant positive relationship between teachers’ professional advancement possibilities and
pupils’ performance in English language, Mathematics and Primary Science (Ndifon &
Cornelius-Ukpepi, 2014). Notably, this evidence corresponds to those of Livingstone (2011) who
shows that monetary rewards to teachers has an effect on student’s academic performance at
advanced levels. Thus, in this regard, one may argue that the evidence presented in the research
is very reliable and extensive.

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Most importantly, the conclusions of the paper are qualified and final, thereby indicating
a clear and irrefutable stand on the findings of the paper. By and large, the conclusion of the
paper reinforces the author’s views and answers to the questions asked at the beginning of the
study. Indeed, it confirms that the pupils’ academic performance in subjects such as Science,
Mathematics and English Language is positively related to the motivation of their teachers in
terms of salary benefits, availability of professional advancement opportunities, and availability
of learning materials. Also, from the study, the audience learns that timely payment of teachers’
salaries boosts their morale. For this reason, the authors suggest that governments should avail
learning materials, increase teachers’ remuneration and provide a conducive learning
environment to boost educators’ teaching morale and enhance academic performance in schools.
All in all, all factors taken into consideration the paper is well researched and presented.
Mainly, this is due to the fact that the information relayed in the article is relevant, interesting
and useful to various stakeholders in the education sector. As such, the findings of the study can
be used to implement policies and strategies that aim at enhancing teachers’ motivation in order
to boost academic performance among school children all over the world. The detailed nature of
the explanations is also an added advantage to the study. Furthermore, the language used by
Ndifon & Cornelius-Ukpepi (2014) is simple and can easily be understood by the reader. Also,
the sampling methodology used in the study guaranteed the collection of high quality data for the
study. The conclusions are also definite, irrefutable and indicate the importance of maintaining
teachers’ motivation in teaching in order to help improve academic performance among primary
school pupils in the country as well as the rest of the world. Also, it is worth noting that all

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existing studies on the subject matter support the conclusion that teacher motivation results in
improved academic performance among their pupils.
References
Akpaitam , O. A. (1997). The role of motivation on the efficient performance of teachers and
students in secondary schools in Akwa Ibom State (Masters). University of Calabar,
Nigeria.
Essien, E. E. (2004). Selected determinants of teachers’ instructional competence and academic
performance in social studies in Cross River State (Masters). University of Calabar,
Nigeria.
Gitonga, D. (2011). Influence of teachers' motivation on students' performance in Kenya
Certificate of Secondary Education in public secondary schools in Imenti South district
Kenya (Masters). Univeristy of Nairobi..
Livigstone, M. (2011). The perceived teachers’ motivation and its effect on students’ academic
performance at A’level in selected secondary schools in Masaka District (Masters).
Makerere University, Uganda.

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Ndifon, R., & Cornelius-Ukpepi, B. U. (2014). The Relationship Between Primary School
Teachers Extrinsic Motivation And Pupils Academic Performance In Cross River State,
Nigeria. Global Journal of Educational Research, 13(1), 45-53.
Ofoegbu, F. I. (2001). Motivational factors and theachievement of classroom effectiveness in
Edo State secondary schools. In N. A. Nwagwu, E. T. Ehiametalor. M. A. Ogunu& M.
Nmadiani (Eds.), Current issues in educational management in Nigeria (pp. 365- 376).
Benin City: Ambik Press.