Wangui, Muratha Esther2018-05-142018-05-142017-07http://ir-library.ku.ac.ke/handle/123456789/18360A thesis submitted in partial fulfilment of the requirements for the award of the degree master of education (science education) in the school of education of Kenyatta University.For learning to take place it requires an active participation of a learner and an instructor. For active participation, motivation is an essential element especially in science subjects which are perceived as difficult by most learners. A student may be intrinsically or extrinsically motivated. This study focused on five motivational strategies that may enhance and sustain intrinsic motivation of learners so as to improve conceptualisation, increase initiation and persistence, sustain interest, active participation and consequently lead to a better performance of learners in Chemistry. The purpose of the study was therefore to assess the effect of motivational strategies used during instruction on the student’s performance in secondary school Chemistry. The study was guided by the following objectives: To explore the motivational strategies that were used during instruction of Chemistry; to find the relationship between use of motivational strategies and students‟ performance in Chemistry; to find out whether there existed a significant difference between the effect motivational strategies on the performance of boys and girls and to determine the challenges teachers of Chemistry faced when attempting to motivate learners. The motivational strategies under consideration were; feedback, content relevance, nature of learning environment, performance standards and learning goals. The research was carried out within the framework of self-determination theory. The study used quasi-experimental research design. The target population were form two students and Chemistry teachers from public secondary schools in Thika- East District. Random sampling was used to sample ten public mixed secondary schools from the target population for the research. Data was collected using interview schedules, observation schedules and written chemistry tests. Piloting was done to determine reliability and validity of the research instruments. Data was analysed using Micro-Soft Excel, SPSS, SAS and presented by use of tables and figures to enhance clarity. The key findings of the research were that, the mostly used motivational strategy used by teachers of Chemistry promoted extrinsic motivation, use of motivational strategies led to a better performance of learners in secondary school chemistry and there was no significant difference on effect of motivational strategies on the performance of boys and girls in secondary school Chemistry. The study resulted in the conclusion that use of motivational strategies leads to a better performance of learners in secondary school Chemistry. The researcher recommended that there is need to sensitise teachers of Chemistry on the importance of learner’s intrinsic motivation and how it can be enhanced and sustained.enThesis