Publication: The effect of motivation on student academic performance in Kenya Certificate of Secondary Education: A case of public secondary schools in Soy division, Uasin-Gishu County, Kenya.
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2011-11
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Mount Kenya University
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Abstract
The study sought to assess the effects of student motivation on academic performance in KCSE
in public secondary schools of Soy Division, Uasin-Gishu County, Kenya. It aimed at finding out
the student motivation strategies, assessing teacher motivation strategies and to establish the
relationship between student and teacher motivation and academic performance. This study was
based on Bandura’s (2008) theory on self-efficacy. The research provided information that can
be used by the Ministry of Education policy makers and school management, principals, Parents
Teachers Association. The researcher assumed a descriptive survey based on a target sample
population from Soy Division in Eldoret District. The sample size included 11 (44%) principals,
177 (10%) teachers and 1780 (10%) students making a total of 206 respondents. The schools
selected to participate in the study had done KCSE for 3 consecutive years. Schools were
selected using purposive sampling technique. Principals from the schools were also selected
purposively. Simple random sampling technique was used to select class teachers and students
from the selected schools. The researcher used interview schedules and questionnaires for data
collection. The content validity of the instrument was determined by discussing the items in the
instrument with experts from the university supervisors and colleagues. Reliability of the
instrument used in the study was done by piloting in two secondary schools in Trans-Nzoia
district and a correlation coefficient of 0.78 was obtained. The researcher requested for a permit
from the National Council for Science and Technology to obtain permission to carry out the
research. Descriptive and correlation methods were used to analyze data. Qualitative data was
used to support the Correlation data and to establish the relationship between student and teacher
motivation on academic performance. The coded questionnaire responses were analyzed using
Statistical Package for Social Sciences version 17.0. Analysis of Variance (ANOVA) was used
to test the hypotheses as it provides a statistical test of whether or not the means of several
groups are all equal. The major findings were that there are student motivation strategies
employed in school but they are not done effectively, there are no teacher motivational strategies
employed in schools. Based on these findings it is recommended that both teachers and students
should be fully motivated and that school management should set aside funds for motivation.
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Educational management, Educational planning