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ABSTRACT
Students in Nigerian Universities are not equally motivated to learn. Perhaps the influence of culture dimensions provides explanation to the difference in students’ motivation to learn in Nigerian Universities. The study determined the influence of culture dimensions on students’ motivation to learn in the University of Benin. A correlational and cross sectional survey research design used for the study. The population of the current study was made up of all part time students in the undergraduate programmes for the academic session 2020/2021 in the University of Benin. Purposive sampling was used to select the class representatives from each of the departments that made up the faculties. The class representatives were selected from 100 to 400 levels for the 2020/2021 academic session. Consequently, 312 class representatives have been selected for the study. Primary sources of data were utilized with the aid of questionnaire. The data was analyzed using both descriptive and inferential statistics. Findings were that power distance positively and non-significantly influenced female students’ motivation to learn, whereas it negatively and non-significantly influenced male students’ motivation to learn; collectivism positively and significantly influenced both the female and male students’ motivation to learn; long term orientation had a positive and significant effect on female students’ motivation to learn; and long term orientation had a positive and nonsignificant effect on male students’ motivation; uncertainty avoidance had a negative and significant relationship on the female students’ motivation to learn; and uncertainty avoidance had a negative and significant relationship on male students’ motivation to learn; and masculinity had a positive and significant relationship on female students’ motivation to learn, and masculinity had a positive and significant relationship on male students’ motivation to learn. The conclusion and recommendations were provided.
