Analysing Polytechnic Students' Motivation towards their Academic Performance in Differential Calculus

The concept of differential calculus is used in many areas including applied problems in different disciplines. One of the most important approaches for derivative teaching is to motivate students in solving concepts independently. In the effort to improve students’ outcomes in differential calculus, mathematics educators have continued searching for variables that could be manipulated in favour of academic gains. Of all the variables, motivation seems to be leading other variables. It is against this background that this study analyzed polytechnic students’ motivation towards their academic performance in differential calculus. A descriptive survey design was used in which all ND2 students offering Calculus for Science (STP 213) constituted this study’s population and whereby 200 students were randomly sampled. A self developed close-ended questionnaire was used as the research instrument and was validated by experts. The research instrument was pilot tested and was found to be reliable using Cronbach’s alpha ( ). Results were analyzed using descriptive statistics, Pearson’s correlation analysis and multiple regressions. The findings revealed that instructional materials and conducive learning environment were found to have influenced students’ academic performance in differential calculus. It is recommended among other things that individual differences, background and attitude must be taken into consideration.