| dc.description.abstract | This research was conducted to investigate the relationship between motivation, self efficacy and academic achievement.The study was carried out in conveniently secondary school in the central region specifically Makindye division in Uganda as it is populated in this context. This research was carried out during the second term (June to august) when a level students reported back to their school for termly studies.Many teachers today are seen to concentrate on notes giving ignoring the facts that for motivation to take place to take place, one has to understand the concept taught and be able to apply it. In the study the relationship among motivation, self-efficacy and academic achievement was examined, teacher’s use of motivation approaches like discussions, research and many others were examined to establish the relationship among the study variables.The data was collected using likert scale questionnaires to extract information. The findings revealed that active motivation and self-efficacy are not significantly related, self-efficacy and academic achievement was seen to have a positive relationship therefore ther significantly related and motivation and academic achievement are also significantly related. It was therefore concluded that the best approach to better alevel student’s performance is to improve their motivation levels through discussions, research, group work which indicated that it was engaging and of benefit to them. The findings further revealed that when students understand what they are taught in class they perform well which is healthy for their academic life | en_US |
