Comparative Assessment of Motivation and Interpersonal Skills on Academic Achievement in Chemistry among Post-Basic School Students in Gombe State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026583Keywords:
Motivation, interpersonal skills, academic achievement, ChemistryAbstract
This study investigated the predictive power of motivation and interpersonal skills on students’ academic achievement in chemistry in post-basic schools in Gombe State, Nigeria. A predictive correlational research design was adopted for the study. The population comprised 10,038 SS III students offering Chemistry in 71 post-basic schools. A sample of 370 students was selected using a multistage sampling technique. Data were collected using the Chemistry Students’ Motivation and Interpersonal Skills Questionnaire (CSMISQ), adapted from the Academic Competency Evaluation Scale–Student Form, and the Chemistry Result Proforma (CRP). The CSMISQ consisted of 25 items, comprising 15 motivation and 10 interpersonal skills items measured on a five-point Likert scale. The instrument was validated by three experts, while Cronbach’s alpha yielded reliability coefficients of 0.78 and 0.81 for the motivation and interpersonal skills subscales, respectively. Data were analyzed using linear and multiple regression. The findings showed that students’ motivation significantly predicted academic achievement in Chemistry (R = .565, R² = .320, t(368) = 13.145, p < .05). Students’ interpersonal skills also had a significant predictive power on their academic achievement (R = .443, R² = .196, t(368) = 9.471, p < .05). Furthermore, students’ motivation and interpersonal skills jointly had a significant predictive power on their academic achievement in Chemistry (R = .643, R² = .414, F(2, 367) = 129.578, p < .05). The study concluded that motivation and interpersonal skills are significant predictors of academic achievement in Chemistry. It was recommended that Schools and teacher education programmes should integrate motivational and interpersonal-skill development into Chemistry instruction through supportive, collaborative and student-centred learning environments that promote both academic engagement and effective social interaction.
References
Abid, N., Samuel, A., Ali, R., Shoaib, A., & Warraich, W. Y. (2022). Students' interpersonal skills and its association with their academic achievement in secondary school of Pakistan. International Journal of Evaluation and Research in Education, 11(1), 143-151. DOI: https://doi.org/10.11591/ijere.v11i1.21798
Adam, A. M. (2020). Sample Size Determination in Survey Research. Journal of Scientific Research and Report, 26(5), 90-97. doi:https://doi.org/10.9734/jsrr/2020/v26i530263 DOI: https://doi.org/10.9734/jsrr/2020/v26i530263
Akanbi, A. A., & Okunuga, R. O. (2023). A path-analytical study on students' academic motivation on achievement on secondary school students in Chemistry. Journal of Curriculum and Instruction, 14(1), 125-138.
Alva, C. M., Mostacero, M. P., Avila, N. C., Gastañaduy, C. C., Palacios, L. V., Salazar, T. M., & Rivas, D. V. (2021). Interpersonal relationships and academic performance in high school fourth graders from a Military Educational Institution in Peru. Psychology and Education, 58(5), 1659-1662.
Apu, G. (2020). Factors Affecting Students Academic Achievement in Chemistry: A Case of Obudu Local Government Area. Available at SSRN 3554319. DOI: https://doi.org/10.2139/ssrn.3554319
Awan, G. M., & Amin, R. (2021). Role of interpersonal competencies in academic performance. Sir Syed Journal of Education & Social Research, 1(4), 371-378. DOI: https://doi.org/10.36902/sjesr-vol4-iss1-2021(371-378)
Baji, M. I., & Paul, I. (2024). Relationship between motivation and biology achievement of senior secondary school students in Chanchaga Local Government Area of Niger State, Nigeria. Tropical Journal of Education, 6(1/2), 17 – 27. DOI: http://doi.org/10.47524/tje.v6i1.18 DOI: https://doi.org/10.47524/tje.v6i1.18
Abdulrahman, K. A. B., Alshehri, A. S., Alkhalifah, K. M., Alasiri, A., Aldayel, M. S., Alahmari, F. S., ... & Aldayel, M. (2023). The relationship between motivation and academic performance among medical students in Riyadh. Cureus, 15(10). DOI: https://doi.org/10.7759/cureus.46815
Bochet, C. G. (2023). On the importance of chemical education. CHIMIA, 77(10), 785–787. https://doi.org/10.2533/chimia.2023.785 DOI: https://doi.org/10.2533/chimia.2023.644
Boris, O. O. (2021). Motivation to learn as correlate of students’ academic achievement in chemistry in senior secondary schools in Ekiti State, Nigeria. International Journal of Social Sciences and Humanities Research, 4(6), 26-37.
Cavazos, J. (2013). Interpersonal communication skills of students with hearing impairment in inclusive learning environments. Journal of Special Education and Rehabilitation, 14(2), 45–58.
Chinda, W., & Pepple, T. F. (2021). Teacher factors influencing senior secondary school student achievement in Chemistry. Faculty of Natural and Applied Sciences Journal of Mathematics, and Science Education, 3(1), 69-75.
DiPerna, J. C., & Elliott, S. N. (2002). Academic Competency Evaluation Scale .
DiPerna, J. C., & Elliott, S. N. (2002). Promoting academic enablers to improve student achievement: An introduction to the mini-series. School Psychology Review, 31, 293-297. DOI: https://doi.org/10.1080/02796015.2002.12086156
Education Management System-Gombe State Ministry of Education . (2023). Annual school cencu Reports.
Education Management System-Gombe State Ministry of Education . (2023). WAEC performance report (2020-2022)..
Federal Government of Nigeria (FGN). (2014). National Policy on Education.
Huang, Y., Li, Y., & Chen, G. (2025). The impact of learning motivation on academic performance among low-income college students: the mediating roles of learning strategies and mental health. Frontiers in Psychology,16, 1-10. doi: 10.3389/fpsyg.2025.1639375 DOI: https://doi.org/10.3389/fpsyg.2025.1639375
Karami, A., Farokhzadian, J., & Foroughameri, G. (2014). Nurses’ professional competency and interpersonal skills: A cross-sectional study. Journal of Nursing Education and Practice, 4(3), 53–59. https://doi.org/10.5430/jnep.v4n3p53
Khanam, R. (2018). The importance of chemistry education. In of International Conference on Chemistry Education and Research August (pp. 27-28).
Kiuru, N., Wang, M. T., Salmera-Aro, K., Kannas, L., & Ahonen, T. (2020). Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057-1072. DOI: https://doi.org/10.1007/s10964-019-01184-y
Martin, A. J. (2017). Motivation and engagement: Conceptual, operational, and empirical clarity. Educational Psychology Review, 29(3), 545–565. https://doi.org/10.1007/s10648-017-9415-7
Okoro L., (2021). Influence of Motivation on Students’ Academic Achievement in the Teaching of Junior Secondary Three Social Studies in Jalingo Metropolis. Journal of Education and Practice, 12(1), 40-49.
Oyekola, A. A., Ishola, K. T., & Odedokun, O. A. (2020). Motivation as a predictor of students’ academic achievement in secondary school chemistry in Oyo State, Nigeria. The International Journal of Humanities and Social Studies, 8(2), 1-5. DOI: https://doi.org/10.24940/theijhss/2020/v8/i2/HS2002-063
Pernaa, J., Kämppi, V., & Aksela, M. (2022). Supporting the relevance of chemistry education through sustainable ionic liquids context: a research-based design approach. Sustainability, 14(10), 6220.https://doi.org/10.3390/su14106220 DOI: https://doi.org/10.3390/su14106220
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 DOI: https://doi.org/10.1037/0022-0663.95.4.667
Radda, Y. M., Ibrahim, M., Haruna, Y., & Salisu, W. (2024). Influence of motivation on academic performance among senior secondary school students in Rimi zonal education quality assurance, Katsina State, Nigeria. Kashere Journal of Education, 7(2),18-23.
Ratner, B. (2009). The correlation coefficient: Its values range between+ 1/− 1, or do they?. Journal of targeting, measurement and analysis for marketing, 17(2), 139-142. DOI: https://doi.org/10.1057/jt.2009.5
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
Safitri, R., Issroviatiningrum, R., & Abdurrouf, M. (2025). The relationship between lecturer interpersonal communication and students’ academic achievement. Journal of Nursing Invention, 6(1), 45–53. DOI: https://doi.org/10.33859/jni.v6i1.782
Sibomana, A., Karegeya, C., & Sentongo, J. (2021). Factors affecting secondary school students’ academic achievements in Chemistry. International Journal of Learning, Teaching and Educational Research, 20(12), 114-126. doi:https://doi.org/10.26803/ijlter.20.12.7 DOI: https://doi.org/10.26803/ijlter.20.12.7
Sofyan. A., Fadli. M., Kulimbang. E., Hasan, & Warti. E. (2025). The Relationship Between Learning Motivation and Academic Achievement of High School Students. Journal of Gateway for Understanding Research in Education (GURU), 1(2), 30-41 e-ISSN: 3123-4607 DOI: https://doi.org/10.69855/guru.v1i2.337
Sukarna, T. F. (2021). Effect of student’s interpersonal communication skills on student’s learning outcomes in mechanical engineering subject. Journal of Architectural Research and Education, 3(2), 115-127. doi:10.17509/jare.v3i2.37402 DOI: https://doi.org/10.17509/jare.v3i2.37402
Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward. Advances in Motivation Science, 7, 161–198. https://doi.org/10.1016/bs.adms.2019.05.002 DOI: https://doi.org/10.1016/bs.adms.2019.05.002
Yasminei, C., Abd. Hamidii, S. R., & Ibrahim, M. B. (2023). The relationship between academic achievement and motivation among secondary school pupils in selected Arab schools in Malaysia. Al-Qanatir: International Journal of Islamic Studies, 30(1), 70-79. eISSN: 2289-9944
Zhang, Q. (2022). The role of teachers' interpersonal behaviors in learners' academic achievements. Frontiers in Psychology, 13, 1-8. DOI: https://doi.org/10.3389/fpsyg.2022.921832
