The effect of student-teacher collaboration on academic motivation in secondary schools in Jega LGA, Kebbi State
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- NGN 5000
Background of the Study
Student-teacher collaboration represents a dynamic and interactive approach to learning that emphasizes partnership, mutual respect, and shared responsibility for educational outcomes. In secondary schools, particularly in regions such as Jega LGA, Kebbi State, collaborative practices have gained recognition as pivotal to fostering academic motivation among students. Recent research suggests that when teachers and students work together in problem-solving and decision-making, students develop a stronger sense of ownership over their learning process, which in turn enhances their motivation to succeed (Balogun, 2023). Such collaboration encourages open communication, critical thinking, and a supportive classroom environment, all of which are essential for promoting sustained academic engagement.
In Jega LGA, the traditional teacher-centered approach is gradually being complemented by collaborative practices that allow students to voice their opinions, contribute to classroom decisions, and participate actively in their educational journey. This shift is significant as it helps break down hierarchical barriers and fosters an inclusive environment where every student’s contribution is valued. Moreover, collaborative initiatives can help address the diverse learning needs of students by enabling teachers to tailor their approaches based on continuous feedback from students (Ahmed, 2024). These practices have been linked to improvements in academic motivation, as students feel more invested in the learning process and are encouraged to pursue academic challenges with greater confidence.
However, the implementation of effective student-teacher collaboration is not without its challenges. Factors such as large class sizes, limited instructional resources, and entrenched traditional teaching methods can impede the adoption of collaborative practices in some secondary schools. Despite these obstacles, the potential benefits of increased academic motivation and improved educational outcomes provide a strong impetus for investigating this approach further. Recent studies have emphasized the need for empirical evidence to substantiate the positive effects of student-teacher collaboration on academic motivation, particularly in regions where traditional methods have long dominated the educational landscape (Ibrahim, 2025). This study aims to explore how collaborative practices influence students' academic motivation in secondary schools in Jega LGA, providing insights that may guide the development of more inclusive and effective educational strategies.
Statement of the Problem
In secondary schools in Jega LGA, Kebbi State, the traditional didactic teaching approach has often resulted in low academic motivation among students. This problem is compounded by a lack of interactive and collaborative learning opportunities that allow students to engage meaningfully with their educators. As a result, students may experience diminished interest in academic activities, reduced classroom participation, and ultimately, lower academic achievement (Yusuf, 2023). While some educators have attempted to introduce collaborative methods, inconsistent application and resistance to change have limited their effectiveness. The prevailing educational culture, which prioritizes teacher authority over student engagement, has created an environment where collaborative efforts are often undervalued.
Moreover, challenges such as large class sizes and insufficient training on collaborative teaching methods further exacerbate the situation. Teachers may lack the necessary skills to facilitate effective collaboration, while institutional policies might not support innovative teaching practices. This disconnect between policy and practice leads to a scenario where the potential benefits of student-teacher collaboration remain largely untapped. As a consequence, academic motivation among students continues to suffer, contributing to a cycle of low achievement and disengagement. There is a pressing need to understand the specific barriers to effective collaboration and to identify strategies that can foster a more supportive and interactive learning environment. By addressing these challenges, this study aims to provide evidence-based recommendations for enhancing academic motivation through improved student-teacher collaboration, thereby contributing to better educational outcomes in secondary schools.
Objectives of the Study
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To investigate the impact of student-teacher collaboration on academic motivation.
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To evaluate the current collaborative practices in secondary schools in Jega LGA.
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To propose strategies to enhance student-teacher collaboration and improve academic motivation.
Research Questions
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How does student-teacher collaboration affect academic motivation in secondary schools?
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What collaborative practices are currently implemented in secondary schools in Jega LGA?
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What strategies can be adopted to strengthen student-teacher collaboration and boost academic motivation?
Research Hypotheses
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H₁: Student-teacher collaboration positively influences students' academic motivation.
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H₂: Active participation in collaborative activities is associated with higher academic engagement among students.
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H₃: Inadequate implementation of collaborative practices is linked to reduced academic motivation.
Significance of the Study
This study is significant because it explores the potential of student-teacher collaboration to enhance academic motivation in secondary schools. The findings will inform educators and school administrators on effective collaborative practices that can lead to improved student engagement and better academic outcomes. Ultimately, the research will contribute to developing more inclusive teaching strategies.
Scope and Limitations of the Study
The study is limited to examining the effect of student-teacher collaboration on academic motivation in secondary schools in Jega LGA, Kebbi State. The research focuses exclusively on selected schools within the LGA and does not extend to other regions or educational levels.
Definitions of Terms
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Student-Teacher Collaboration: The process by which students and teachers work together as partners in the learning process.
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Academic Motivation: The drive and commitment of students to achieve academic success.
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Collaborative Practices: Educational methods that emphasize group work, discussion, and shared responsibility in learning.
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