Just like in any other field or task, students in elementary schools require some degrees of motivation to enhance their learning processes. Motivation accomplishes its task by either providing positive or negative rewards depending on the prevailing circumstances. Intrinsic and extrinsic motivations constitute the main motivational frameworks applicable in schools. Intrinsic motivation entails self enjoyment, pleasure and comfort that ensure self-driven learning by the given elementary school students. Extrinsic motivation entails learning motivation facilitated by external forces reacting to a student’s performance. Such external forces may be parents, role models and teachers. Teachers accomplish this form of motivation through rewards, grading and punishments usually after evaluation. Research Problem It is usually the desire of every parent and teacher to see their students performing better in elementary schools. Teachers being the chief trainers and facilitators of knowledge targeted on the students become hurt and demoralized when they see their students performing dismally. Parents also feel bad to realize poor performance by their children considering that they are the ones who pay for school fees and wellbeing of the students. Similar experiences manifests in governments and employees, as government is the provider of education services and opportunity and employers relying on the graduates to serve in their organizations. In this regard, it becomes necessary for every stakeholder in the education system to provide some form of motivation in the learning process. In the separation of this responsibility, students should embrace intrinsic motivation as parents, teachers, government and employers offer extrinsic motivation. Purpose of the Study The purpose for this study is to determine how intrinsic and extrinsic forms of motivation can affect reading and learning habits of elementary school students. Hypothesis Intrinsic and extrinsic forms of motivation are very essential additives and inclusions in the shaping of the reading and learning habits of the elementary school students. Research Methodology This study administered questionnaires that mainly targeted the elementary students considering that they are the main subjects of study. Elementary student were given the opportunity to post their views concerning the motivational factors that make them learn and read the more. The questionnaires also involved the input of teachers who provided statistics concerning the performance of the students and the basis of such performances either in the presence or absence of intrinsic or extrinsic motivation. Survey techniques also formed part of the research methodology as researchers speculated the performance trends of the students in the sample schools. In doing this, surveyors requested for provision of past examination results and the forms of rewards and punishments given to the individual students. Study Sample The researchers compiling this article targeted elementary school students in four schools. The sample was indiscriminate of gender, class, age, language, race or religion of the learners. The total number of studied students was 5000 with all presenting the questionnaire forms presented to them. Results According to this article, the large number of students who performed best in the sample schools had both intrinsic and extrinsic forms of motivation in force. However, the article notes that intrinsic motivat
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