DOI: 10.36344/ccijhss.2019.v05i02.001

Pages: 22-28

This study examined the correlate of teachers’ classroom communication skills, listening skills, teaching method and students’ achievement motivation in Obio-Akpor Local Government Area of Rivers State, Nigeria. Three research questions which were transformed into three hypotheses guided the study. The study adopted a correlational design. 400 students were randomly selected from SS II student population from 14 public senior secondary schools. They were presented with two research questionnaires titled, “Teachers’ Classroom Behaviour Questionnaire” (TCBQ) and “Achievement Motivation Inventory” (AMI) adopted from Muthee and Thomas (2009). The TCBQ and AMI had reliability coefficients of 0.77 and 0.86 respectively. Relevant data collected were analyzed with Pearson Product Moment Correlation Statistics. The results of the findings showed that there was a positive but moderate relationship between teachers’ classroom communication skills and students’ achievement motivation which was significant; there was a statistically significant positive and moderate relationship between teachers’ classroom listening skills and students’ achievement motivation; there was a positive but low relationship between teaching method and students’ achievement motivation which was also significant statistically. Based on these findings, it was recommended among others that, teachers adopt effective and efficient communication skills, listening skills and teaching methods that will bring about optimal achievement motivation among students.