Extrinsic Motivation Beliefs as Predictor of Students’ Achievement in Chemistry in Public Secondary Schools in Kenya
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Date
2018
Authors
Oluoch, James Ndege
Aloka, Peter J. O
Odongo, Benson Charles
Journal Title
Journal ISSN
Volume Title
Publisher
Scientific & Academic Publishing
Abstract
The present study investigated the extent to which extrinsic motivation beliefs predicted academic achievement
in chemistry among students in public secondary schools in Kenya. The study was guided by Eccles-Wigfield’s
Expectancy-Value theory of motivation. Concurrent embedded design was used in the study. Both Stratified random
sampling and purposive sampling techniques were used to select 351 form four students, 10 chemistry teachers and 10
guidance and counseling teachers who participated in the study from the 26 sampled schools in Rachuonyo South sub County,
Homa Bay County, Kenya. Questionnaires and interview schedules were used for data collection. Quantitative data was
analyzed both descriptively and inferentially while qualitative data was analyzed using thematic analysis. The finding of the
study showed that there was statistically significant, though weak, positive correlation (r=.274, n=308, p<.05) between
extrinsic motivation beliefs and chemistry academic achievement and extrinsic motivation accounted for only 7.5% (R
Square =.075) of the variation in performance in chemistry in KCSE exams. Based on findings, the study recommended that
for the purposes of enhancement of motivational beliefs like extrinsic motivation, school principals should arrange for
workshops and seminars for chemistry teachers to help chemistry teachers develop skills which are essential for helping
students enhance such motivational beliefs. This is because extrinsic motivation beliefs had positive, though weak
relationship with chemistry academic achievement
Description
Article
Keywords
Extrinsic motivation beliefs, Chemistry achievement, Secondary school students, Kenya
Citation
Oluoch, J. N., Aloka, P. J., & Odongo, B. C. (2018). Extrinsic Motivation Beliefs as Predictor of Students’ Achievement in Chemistry in Public Secondary Schools in Kenya.