ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF PRE-SERVICE TEACHERS IN RELATION TO GENDER AND LOCALITY

Education

Academic performance is influenced by multiple factors. One important factor affecting students' academic performance is their learning motivation. This study aimed to explore the relationship between academic performance and achievement motivation, focusing on gender and locality differences among 200 pre-service teachers enrolled in a two-year B.Ed programme. The present study employed a descriptive-correlational method considering demographic factors. The study sample was predominantly composed of female pre-service teachers enrolled in social science. For the collection of data, Achievement Motivation Scale based on five-point Likert rating was administered. The quantitative data were analyzed using Pearson product-moment correlation and two-way ANOVA. The results indicated a strong positive correlation between the achievement motivation of pre-service teachers and their academic performance. Statistically significant differences in the achievement motivation of pre-service teachers were observed across gender and locality variables. The findings of the study enhance our understanding of the positive role of achievement motivation in academic success and the influence of gender and locale on the motivation of pre-service teachers.

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