Teachers’ motivational strategies as correlates to students’academic performance among public secondary schools in homa bay county, kenya
| dc.contributor.author | Owino, john opana | |
| dc.date.accessioned | 2026-02-16T07:30:54Z | |
| dc.date.available | 2026-02-16T07:30:54Z | |
| dc.date.issued | 2025-08 | |
| dc.description | A research project submitted in partial fulfillment of the requirements for the award of the degree of master of education (educational administration) in school of Education and lifelong learning, Kenyatta university, August 2025 Supervisor: Dr. Hellen Kiende Guantai | |
| dc.description.abstract | Active learning and the teacher contribute to meaningful learning. Active participation requires motivation, which is fundamental, especially for learners who view the learning process as a challenging and time-consuming activity. Concerns about the effectiveness of current teacher motivation strategies were issues that were raised considering that teachers were a crucial factor in shaping student performance. This could be achieved through the implementation of motivational strategies to enhance students’ performance. This study aimed to establish teacher motivational strategies as correlates to students’ academic performance in public secondary schools. The study was guided by the following objectives: to assess the correlation between goal setting and academic performance in public secondary schools in Homa Bay County, Kenya; to establish the relationship between clear performance standards and students’ academic performance in Homa Bay County; to evaluate the correlation between timely feedback and students’ academic performance in Homa Bay County; and to assess the correlation between a conducive learning environment and students’ academic performance in Homa Bay County. This study adopted Maslow’s theories of motivation. A correlation research design was used. The study was conducted in public secondary schools in Homa Bay County, Kenya. The research targeted 32 public secondary schools in Homa Bay County, totalling 736 target participants. The study sampled 10 schools and thus a total sample size of 115 that included 32 heads of departments, 19 teachers, and 64 students. Stratified sampling was used to select schools based on the following strata: public boarding secondary schools and mixed day secondary schools. Simple random sampling was used to select heads of departments, teachers, and students. The instruments for data collection included questionnaires for teachers and students, and an interview schedule for heads of departments. Content validity was determined by expert opinion. Reliability was ascertained through the Cronbach’s alpha technique. Piloting was done in institutions not included in the final study. Qualitative data was analyzed thematically and presented in thematic summaries and quotes, while quantitative data was analyzed using Spearman rank correlation, frequencies, percentages, means, and was presented in tables and graphs. The study rejected the null hypothesis and accepted the alternative that clearly defined and consistently communicated performance standards significantly enhanced students' academic performance. Specifically, 68% of students agreed or strongly agreed that performance standards for their subjects were effectively communicated, while 59% agreed that well-defined performance standards positively impacted their academic outcomes. Teachers reinforced this perception, with 88% agreeing that adherence to performance standards improved student success. The study found that goal-setting positively impacts students' academic performance and motivation. Although only 15% of students frequently set academic goals, 43% believe goal-setting boosts their motivation. Additionally, 47% of teachers observed a strong positive effect of goal-setting on student outcomes, with 59% linking goal-setting to improved grades. It was recommended that educational policies mandate the establishment of clear and well-communicated performance standards across schools to ensure students are aware of the academic expectations and work toward meeting them. Additionally, policies should promote the integration of goal-setting practices and timely, constructive feedback mechanisms and provide both physical and emotional conducive learning environment to enhance student motivation and academic performance. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32424 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Teachers’ motivational strategies as correlates to students’academic performance among public secondary schools in homa bay county, kenya | |
| dc.type | Thesis |