Higher Grading Standards and Academic Motivation among Pre-service Teachers in Ilorin, Nigeria

Abstract

This study explores the relationship between higher grading standards and academic motivation among pre-service teachers in Ilorin, Nigeria. The objective is to assess how variations in grading standards influence pre-service teachers' motivation levels. The research employs a descriptive survey design within the population of all pre-service teachers in Ilorin metropolis. Using a simple random technique, 50 pre-service teachers were randomly chosen from each of the selected institutions, resulting in a total of 100 pre-service teachers as respondents. The data was obtained from the respondents through questionnaire. The data collected were analyzed using percentage, mean and standard deviation. The results of the study revealed the insights into the effectiveness of grading practices and their implications for improving academic motivation with regards to teacher readiness. The result also revealed that there is positive perception of pre-service teachers on higher grading standards in teacher education in Ilorin Metropolis, Nigeria. It was found that there is no significant difference in the perception of pre-service teachers on higher grading standards in view of gender, age, and education level in Ilorin Metropolis, Kwara State. The research provides strategies to support pre-service teacher's academic success and well-being.

Keywords

• Higher Grading Standards
• Academic Motivation
• Teacher education
• Pre-service teachers