Achievement Goal Orientations as Predictors of Pre-Service Chemistry Teachers’ Academic Achievement in Enugu State, Nigeria

Abstract

This study examined the role of achievement goal orientations in predicting pre service chemistry teachers' academic achievement in Enugu State. Four research questions and four hypotheses guided the study. A correlational Survey research design was used for the study. The sample comprised of 54 pre service chemistry teachers from the faculty of Education, University of Nigeria, Nsukka, Enugu State. Data was collected using Achievement Goal Orientation Questionnaire (AGOQ) and Chemistry Education Students Cumulative Grade Point Average profoma (CESCGPAP). The reliability indices are 0.75,0.63 and 0.682 and were ascertained using Cronbach Alpha. Coefficient of determination was used to research questions while regression ANOVA was used to test hypotheses at 0.05 level of significance. The result of the study revealed that mastery goal orientation, performance -approach goal orientation and performance-avoidance goal orientation predicted achievement of pre service chemistry teachers. The study recommended that Ministry of Education, school authorities and lecturers, particularly career counselors should inform the students that their motivation is a factor affecting their individual academic achievement in chemistry. School counselors should plan motivation programmers and workshops about achievement goal orientations for students. This is necessary to guide them in achievement goal setting and help them see the importance of achievement goals in their academic achievement