Title: Learning Motivation, Social Support, and Classroom Engagement as Predictors of Academic Achievement among Secondary School Students in Ibadan Metropolis, Oyo State
Authors: Sunday Omoniyi Obiyinka, Funmilayo Oyetola Adewole
Volume: 10
Issue: 7
Pages: 108-114
Publication Date: 2026/07/28
Abstract:
This study examined the influence of learning motivation, social support, and classroom engagement on academic achievement among secondary school students in Ibadan Metropolis. The study was anchored on Deci and Ryan's Self-Determination Theory, which posits that students' academic performance is influenced by the satisfaction of their psychological needs for autonomy, competence, and relatedness through motivation, supportive relationships, and active engagement in learning. A descriptive correlational research design was adopted for the study. The population comprised all secondary school students in Ibadan Metropolis, while a sample of 250 students was selected through a multistage sampling procedure. Data were collected using standardised instruments measuring learning motivation, social support, and classroom engagement, while academic achievement was assessed using students' cumulative examination scores. Data collected were analysed using mean and standard deviation, Pearson Product Moment Correlation, and multiple regression analysis at the 0.05 level of significance. The findings revealed that learning motivation, social support, and classroom engagement had significant positive relationships with academic achievement among secondary school students. The results further showed that the three predictor variables jointly contributed significantly to the prediction of academic achievement, accounting for 41.1% of the variance in students' academic performance. Relative contribution analysis indicated that classroom engagement was the strongest predictor of academic achievement, followed by learning motivation and social support. The study concluded that psychological motivation, supportive interpersonal relationships, and active participation in classroom activities are important determinants of students' academic success, consistent with the propositions of Self-Determination Theory. It was recommended that schools implement programmes that strengthen students' motivation, enhance social support systems, and promote active classroom engagement to improve academic achievement.