Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation
3,500.00 3,000.00 Download Now
Sale!

Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation

3,000.00

-14%

If you are interested in getting this project material “Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation”, click on the DOWNLOAD BUTTON to make payment and the file will be delivered to your email immediately after confirmation.

– Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation –

Download Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation. Education students who are writing their projects can get this material to aid their research work.

Abstract

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.

Introduction

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).

How to Download this Project Material

First, note that we are one of the best and most reliable online platforms because we don’t retain any of your personal information or data as regards making payments online.

PRICE: ₦3,500 ₦3,000  (Three Thousand Naira Only)

Make a bank deposit or mobile transfer of ₦2,000 only to the account given below;


Bank Name: UBA Account Number: 1022564031 Account Name: TMLT PRO SERVICES


After making the payment, CLICK HERE to send the following on WhatsApp;

  • Depositor’s Name or Screenshot of Payment
  • Name of the Past Question
  • Active Email Address

or Call Us On +2348082284439 Once your details have been received and your payment confirmed by us, you will receive the past question in your email or WhatsApp within 5 Minutes.

Guarantee of Getting the Material 

We understand that due to the high rate of fraud, many people are afraid of making purchases online but be rest assured that PastExamQuestions will deliver your material after payment.

Once your details have been received and your payment confirmed by us, you will receive the past question in your email or WhatsApp.

Give us Feedback

Have we been able to satisfy you? How well do you think the material will be helpful after having gone through it? Does the price worth the material?

Let’s hear from you! We recommend that our customers give feedback at the end of every transaction to enable us to serve better. You can do this by clicking the review button on this page.

Where is the review button? >> Just scroll up to where you see reviews

Reviews

There are no reviews yet.

Be the first to review “Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation”

Your email address will not be published.