Influence Of Teachers Motivational Strategies On Pupils’ Academic Perfomance In Public Boarding Primary Schools In Makueni County

ABSTRACT

The purpose of this study was to assess the influence of motivational strategies on academic performance in public boarding primary schools in Makueni County. The objectives of this study were: to establish the influence of students existence needs on students‟ academic performance in public boarding primary schools in Makueni County, to determine the influence of relatedness needs on students‟ academic performance in public boarding primary schools in Makueni County and to establish the relationship between motivation of the students and their academic performance. The study was based on two theories; Alderfer‟s ERG theory, and ARCS Model developed by John Keller. The study utilized descriptive survey research design. The target population for this study comprised of all the 22 head teachers, 1937 class 7 and 8 pupils in 22 public boarding primary schools Makueni County bringing the total to 1959. Sampling was simple random for both pupils and the head teachers. Sample of 200 pupils and 10 head teachers from the public boarding primary schools in the county will participate in the study. The study utilized the questionnaires for pupils and an interview guide for the head teachers. Piloting of questionnaires and interview guide was done on 10 pupils and 2 (two) head teachers from public boarding primary schools in the neighboring Makueni County. After the piloting, the content validity was ascertained by the experts in the faculty of education of South Eastern Kenya University. Before the actual data collection the researcher tested the reliability of the instrument using Spearman Brown prophesy formula of split half technique. Data was collected and analyzed using Statistical Package for Social Sciences (SPSS) version 20. Qualitative data collected was analyzed by both descriptive and inferential statistics. The ANOVA results revealed that there was a significant difference between mean responses on existence of needs and Academic performance {F (1,199) = 14.7, p< 0.05)}. The ANOVA results on the mean difference between responses of relatedness needs and Academic performance was significant {F (1,199) = 17.32, p< 0.05)}. There is a strong positive correlation between motivation of students and academic performance (r = 0.82, p