Systematic Review of Literature on Motivation in Learning Mathematics and its Effects on Students’ Performance in Secondary Schools

Abstract

This study explores the influence of intrinsic and extrinsic motivation on the academic performance of secondary school students in mathematics across different global contexts. Persistent underachievement in mathematics has been a concern in many regions, and motivation is increasingly recognized as a key factor in addressing this issue. Drawing from a systematic review of empirical studies conducted both within and beyond Nigeria, this paper examines the impact of intrinsic motivation, extrinsic motivation, and amotivation on student learning outcomes. A particular emphasis is placed on the observed decline in motivation among students in African countries, especially Nigeria, where a tendency to disengage from mathematics is becoming more common. The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Despite Nigeria’s significant role in the region, there is a notable shortage of research specifically addressing students’ motivation in mathematics. To bridge this gap, this review synthesizes findings from peer-reviewed international journals. Among the key insights is the role of collaborative learning in strengthening intrinsic motivation, thereby promoting greater engagement and improved performance in mathematics. In contrast, extrinsic motivators, such as rewards, appear to have only short-term effects. The findings highlight the importance of adopting context-sensitive and sustainable motivational strategies to support mathematics learning and enhance academic achievement at the secondary school level.