We have already assessed the importance of motivation at all levels. Given two students with equal ability and the same opportunity and achievement conditions, the motivated individual will produce a positive outcome. This theory describes achievement motivation as a desire to excel in a field for the sake of achieving and not for some reward. The persons who have a high need for achievement possess the following characteristics.

Simply put, the desire to achieve, to accomplish, and to learn, is in direct proportion to the level of motivation the individual possesses. As the evidence suggests, motivation and educational achievement is consistently and positively related.

Teachers at all levels have proven repeatedly, that when students are achievement-oriented and motivated during the learning process, there is a smoother flow, greater communication, diminished anxiety and heightened creativity. These factors make the learning environment more enjoyable for both the student and the teacher. Students who successfully complete a learning experience are more satisfied with their achievement and are more likely to set future goals based on their experiences. Teachers can assist students to feel that they have achieved by providing immediate feedback on their work, and by recognising their efforts and accomplishments. While all of these are positive, we recognise that part of their effectiveness is the student€™s ability coupled with the quality of instructors. Knowledge, rapport, and attitude of the teacher also play an important role.