– Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation –
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Motivating learners in any society, to enrol and remain in school requires the provision of quality education which will make parents and pupils/students appreciate and relate education to the realities of life based on their values, aspirations, needs and beliefs.
This research study, examined ways by which relevant subject matter (relevant curriculum), Interesting instruction (expert teaching), satisfied learners (reinforced learners) and expectation for success (positive support from parents, teachers & others) can motivate the enrolment and retention of Fulbe pupils in nomadic schools.
This is in line with Hootstein’s (1998) RISE Model of motivating reluctant learners in schools. The study highlighted the role of curriculum, teachers and reinforcement in school enrolment and retention generally and relating how these factors might motivate the Fulbe nomadic pupils to enrol and remain in school.
It is conducted in Adamawa state and the respondents were the pupils of primary 4, 5 and 6 of ten (10) nomadic schools, these are: Konglatan Nom sch, Mamukan Nom sch, Matsimin Nom sch, Yadafa Nom sch, Nana Asma’u Nom sch, Garandiyyah Nom sch, Wuro Labai Nom sch, Gudusu Nom sch, Bagalchi Nom sch and Nassarawo Nom School from 7 lgas.
The researcher used the Pearson Product Moment Correlation (PPMC) to analyze the data. Based on the findings of the study, five of the six null hypotheses were rejected while the fifth which stated that there is no significant relationship between reinforcement and the motive to enrol in school was retained.
The term “motivation” is defined by the Oxford Dictionary of Psychology (Coleman, 2006:157) as “a driving force or forces responsible for the initiation, persistence, direction and vigour of goal-directed behaviour”. According to Lar (1997), most Psychologists usually define motivation as the processes involved in arousing, directing and sustaining behaviour.
In their own view, Nayak & Rao (2004) see motivation as “the internal state or condition that activates behaviour and gives it direction which can be categorized as either extrinsic or intrinsic. While Child (2004:176), opines that motivation is “an internal processes and external incentives which spur us on to satisfy some needs.
Therefore, incentives may have a direct effect in motivating us, as when we see or smell food. However, the internal processes cannot be observed directly”.
Motivation to learn means student’s desire to participate in the learning process and it is defined as “the meaningfulness, value and benefits of academic tasks to the learner regardless of whether or not they are intrinsically interesting”, (Marshall & Smith 1987).
A student who is intrinsically motivated undertakes an activity “for its own sake, for the enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes” (Lepper, 1998, p.17).
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