Al-Hikmah University Journal

Students’ motivation for learning is largely dependent on how effective their goal settings are in their activities. This study examines the impact of academic goal setting for students’ motivation for learning in the University of Ilorin, Nigeria. A descriptive survey of the differential type research design was used in carrying out this study. The population for this study consisted of undergraduates in University of Ilorin estimated at 44,566. A sample size of four hundred and twenty (420) participants was selected using a proportional and simple random sampling technique. The research instrument used was a researcher designed questionnaire titled "Impact of Academic Goal Setting on Students’ Motivation for Learning Questionnaire (IGSMLQ)". The instrument was validated by experts in the Department of Counsellor Education while the reliability of the instrument was ascertained through test retest method and a coefficient of 0.85 and 0.90 were obtained for the Parental Involvement Scale and Achievement Motivation Scale respectively. Two main research questions were answered while two null hypotheses were formulated and tested for the study. The data obtained for the study were analyzed using percentages and mean scores. The hypotheses formulated were tested using t-test and Analysis of Variance (ANOVA) at 0.05 level of significance. The study revealed that respondents know that learning in school will help them prepare well for the career that they have chosen and they also know the importance of what they are learning to their ambition. It was also revealed that the respondents understand that the more challenging their goals the better they will work and they also engage in task that are of interest to them. The findings show that there were no significant differences in the undergraduate motivation for learning based on gender. Based on the findings of this study, it was recommended that counsellors should try to motivate both male and female the same way. It was also recommended that counsellor should take academic into consideration when motivating learners.