Impact of Motivational Strategies on Students’ Study Interest in Economics: Evidence from A Nigerian University of Education
Abstract
Student motivation remains a critical determinant of academic engagement and learning outcomes across educational systems worldwide. Despite extensive research on motivation and academic achievement, limited empirical evidence exists regarding the influence of motivational strategies on students’ study interest in Economics within specialized teacher-training institutions in developing countries. This study investigated the impact of motivational strategies on students’ study interest in Economics at Alvan Ikoku Federal University of Education, Owerri, Nigeria. Guided by Self-Determination Theory, Expectancy-Value Theory, and Reinforcement Theory, the study adopted a descriptive survey research design. The population comprised 592 Degree and Post-NCE students in the Department of Economics, all of whom participated through a census sampling approach. Data were collected using a structured questionnaire and analyzed using mean statistics. Findings revealed that lecturers frequently employed motivational strategies such as real-life illustrations, student-centered instructional approaches, information and communication technology (ICT) integration, and continuous assessment with feedback mechanisms. The study further found that these strategies positively influenced students’ interest in studying Economics. However, inadequate instructional facilities, large class sizes, and limited professional development opportunities for lecturers constrained the effective implementation of motivational practices. The study concludes that motivationalstrategies play a significant role in enhancing students’ study interest and engagement in Economics. The findings have implications for higher education policy, instructional practice, and curriculum implementation in developing economies. The study contributes to the growing body of literature on Economics education by providing evidence from a Nigerian University of Education context.