The general purpose of this study was to examine the relationship between classroom motivation and academic achievement at grade 4th and 8th students in Legambo Woreda Elementary Schools. The size of population was 310 (155 male& 155 female) from grade 4 students and 280 (148 male & 132 female) from grade 8 students. Of these, 100 from grade 4th and 100 from grade 8th subjects were included in the sample using proportional stratified sampling techniques. From the subjects 50 male and 50 female of grade 4th, 53 male and 47 female of grades 8th participated in the study Standardized scale of Harter :S (1980 & 1981) intrinsic and extrinsic motivational orientation adapted from Brussared (2002) and document analysis were used as data collection instruments. Pilot study was conducted be.fore the questionnaire was administered. The reliabilities of the scales were computed using Chrombach '.s- alpha (a). Chrombach '.s- alpha values were 0. 75 for grade four JM, 0. 74 for grade four EM, 0. 6 for grade eight JM, and 0. 686 for grade eight EM 200 questionnaires were properly filled in and analysed. Pearson correlation, independent t-test and multiple regressions were used to analyse the data. Results of Pearson correlation revealed that intrinsic motivation was positively and significantly related (r=O. 742, p<0.01) but Extrinsic motivation was,:! negatively and significantly correlated (r= -0.472, p<O. OJ) to· academic achievement at grade ih and intrinsic motivation also significantly related (r=0.464, p<0.01) but extrinsic motivation (r= -0.690, p< 0.01) to academic achievement at grade eight. Results of multiple regression revealed that intrinsic motivation was more significant predictor of academic achievement (13 = 0.658, p < 0.05Y than extrinsic motivation (13 = -0.25, p < 0.05) at grade ih students while extrinsic motivation was more significant predictor of -acqdemic achievement (B = - 0.602, p < 0.05) than intrinsic motivation (13 = 0.268, p < 0.05) at grade 81h students. Independent t-test results showed that there was intrinsic motivation .J difference (d.f = 198 t= 4. 722, p < 0. 05) and extrinsic motivation difference (df= 198, t= - . 2,.,987, p < 0. 05) between grade 4th and grade 8th students. Moreover, independent t-test results showed that significant differences were not found between males and females across IM, EM, and academic. achievement. The current study concluded that, the correlation between-intrinsic moti~ation and academic achievement were positively related but extrinsic motivation is negatively and significantly related to academic achievement in both grade ih - and 81h students. On the other hand, extrinsic motivation highly and significantly related than intrinsic motivation at grade eight students. Female and male students' motivational orientation may not have significant influence on academic achievement. Finally, this study ?nded with some possible recommendations such as teachers should avoid using motivation techniques that incr'fases extrinsic motivation and should use motivation techniques that increase intrinsic motivation in the classroom and they should also assist young children s to ""' "increase intrinsic motivation when grade level increases from lower grade to higher grades .

A Thesis Submitted In Partial Fulfilment of the Requirement for the Degree of Masters. of Art in Educational Psychology