CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Objectives of the Study

1.4       Statement of Hypotheses

1.5       Significance of the Study

1.6       Scope of the Study

1.7       Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

2.1       Theoretical Framework

2.1.1    Behaviour Reinforcement Theories

2.1.2    Self-Determination Theory

2.2       Theoretical Review

2.2.1    Concept of Students Learning Readiness

2.2.2    Concept of Motivation

2.2.2.1 Intrinsic Motivation

2.2.2.2 Factors Influencing Intrinsic Motivation

2.2.2.3 Extrinsic Motivation

2.2.2.4 Factors Influencing Extrinsic Motivation

2.2.3    Motivational Factors

2.2.3.1 Self Esteem

2.2.3.2 Self Concept

2.3.3.3 Intelligence

2.2.3.4 Self Efficacy

2.2.3.5 Anxiety

2.2.3.6 Teachers

2.2.3.7 Activities and Materials

2.2.3.8 Classroom Environment

2.2.4    Other Factors Affecting Students Motivation for Learning Readiness

2.2.5    The Importance of Motivation in Learning Readiness

2.3       Empirical Review

2.3.1    Studies Self-esteem and Students Learning Readiness

2.3.2    Studies Self-concept and Students Learning Readiness

2.3.3    Studies on Motivation and Students Learning Readiness

CHAPTER THREE: METHODOLOGY

3.1       Research Design

3.2       Population

3.3       Sample and Sampling Techniques

3.4       Instrumentation

3.5       Procedure for Data Collection

3.6       Method(s) of Data Analysis

CHAPTER FOUR: DATA ANALYSIS, RESULTS AND INTERPRETATION

4.1       Demographic Distribution of respondents

4.2       Test of Hypotheses

4.3       Summary of Findings

CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1       Discussion of Findings

5.2       Conclusion

5.3       Recommendations

Appendix:

References

LIST OF TABLES

Table  Title                                                                                                                         Page

4.1.1    Analysis of Age Distribution of Respondents

4.1.2    Analysis of Gender Distribution of Respondents

4.1.3    Analysis of Academic Level Distribution of Respondents

4.1.4    Analysis of Religion Distribution of Respondents

4.2.1    Relationship between Self-Esteem and Student Learning Readiness

4.2.1    Relationship between Self-Concept and Student Learning Readiness

4.3.3    Multiple Regression showing the composite effect of self-esteem and 

            self-concept on student’s learning readiness in Olabisi Onabanjo University.

The study examined motivational factors of student learning readiness in Olabisi Onabanjo University, Ago-Iwoye. Descriptive research design was adopted for the study. The population of the study comprised of undergraduate students drawn of the five faculties in Olabisi Onabanjo University main campus. Proportional sampling techniques was adopted to select six hundred undergraduate that participated in the study. The instruments used were Academic Procrastination Scale (APS), Study Habit Inventory and Academic Motivation Scale. Data generated from the participant were analysed using descriptive statistics such as simple percentage, Pearson Moment Correlation Coefficient and Multiple regression (Analysis of Variance). Findings from the study showed that there is statistically significant relationship between academic procrastination and study habits of undergraduate; there is statistically significant relationship between motivation and study habits of undergraduate. It was also revealed that there is statistically significant composite influence of academic procrastination and motivation on study habits of undergraduates. It was recommended that the attention of university management showed be drawn to the phenomenon of academic procrastination, through development of plans and strategies, which aimed at reducing this dangerous phenomenon.