ABSTRACT
The study examined motivational factors of student learning readiness in Olabisi Onabanjo University, Ago-Iwoye. Descriptive research design was adopted for the study. The population of the study comprised of undergraduate students drawn of the five faculties in Olabisi Onabanjo University main campus. Proportional sampling techniques was adopted to select five hundred and fifty undergraduate that participated in the study. The instruments used were Self-Directed Student Learning Readiness Scale, Rosenberg Self-Esteem Scale and Self-Concept Questionnaire. Data generated from the participant were analysed using descriptive statistics such as simple percentage, Pearson Moment Correlation Coefficient and Multiple regression (Analysis of Variance). Findings from the study showed that there is a statistical significant relationship between self-esteem and students learning readiness in Olabisi Onabanjo University; there is a statistical relationship between self-concept and students learning readiness in Olabisi Onabanjo University; also there is a composite effect of self-esteem and self-concept on students learning readiness in Olabisi Onabanjo University. It was recommended that lecturers and educators should use different strategies effectively to effectively motivate their students in order to enhance their learning readiness
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Statement of Hypotheses
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Behaviour Reinforcement Theories
2.1.2 Self-Determination Theory
2.2 Theoretical Review
2.2.1 Concept of Students Learning Readiness
2.2.2 Concept of Motivation
2.2.2.1 Intrinsic Motivation
2.2.2.2 Factors Influencing Intrinsic Motivation
2.2.2.3 Extrinsic Motivation
2.2.2.4 Factors Influencing Extrinsic Motivation
2.2.3 Motivational Factors
2.2.3.1 Self Esteem
2.2.3.2 Self Concept
2.3.3.3 Intelligence
2.2.3.4 Self Efficacy
2.2.3.5 Anxiety
2.2.3.6 Teachers
2.2.3.7 Activities and Materials
2.2.3.8 Classroom Environment
2.2.4 Other Factors Affecting Students Motivation for Learning Readiness
2.2.5 The Importance of Motivation in Learning Readiness
2.3 Empirical Review
2.3.1 Studies Self-esteem and Students Learning Readiness
2.3.2 Studies Self-concept and Students Learning Readiness
2.3.3 Studies on Motivation and Students Learning Readiness
CHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample and Sampling Techniques
3.4 Instrumentation
3.5 Procedure for Data Collection
3.6 Method(s) of Data Analysis
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND INTERPRETATION
4.1 Demographic Distribution of respondents
4.2 Test of Hypotheses
4.3 Summary of Findings
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Discussion of Findings
5.2 Conclusion
5.3 Recommendations
References
Appendix
