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THE INFLUENCE OF CLASSROOM MOTIVATIONAL STRATEGIES ON
THE LEARNERS ACADEMIC PERFORMANCE: A CASE OF BUURI
LOCATION IN MERU COUNTY
GITIRIKIA MARY KARIMI
MATRICULATION NO: B.ED 338/12/13
A Research Project Submitted to the Department of Education in Partial Fulfillment of the
Requirements for the Award of Bachelor of Education Degree
DEPARTMENT OF EDUCATION
MARIST INTERNATIONAL UNIVERSITY COLLEGE
A Constituent College of the Catholic University of the of Eastern Africa
NAIROBI - KENYA
JUNE, 2016
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DECLARATION
I hereby declare that this research project is my original work and to my best knowledge it has
not been presented to any other institution of higher learning for academic credit.
Signature: ……………… Date: …………………………
Gitirikia Mary Karimi B.Ed/338/12/13
This project has been submitted for examination with my full approval as the research
supervisor.
Signature: ………………………….. Date: ……………………….
Br. Gilbert Zenda
This research project has been submitted with the approval of the Head of the Department of
Education
Signature: …………………………. Date: ………………………….
Dr. Suleh Everlyn
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DEDICATION
This research work is dedicated to my loving parents Mr. and Mrs. Japhet Gitirikia who ignited
in me the desire to pursue knowledge in every situation of life and to use it for Gods’ glory.
Special dedication to my uncle Kairichi Marimba for his tireless support during my studies and
to all Cottolengo children for their unwavering motivation to study and to be creditable people in
the society.
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ACKNOWLEDGEMENT
My earnest gratitude to Divine Providence for all His choicest graces received all through life
and especially during this period of my studies. I acknowledge and appreciate the whole
Cottolengo Family; Sister, Priest, Brothers and the Children for the love and kindnesses shown
especially during my studies. Special thanks to the former Superior General Mother Giovanna
Masse’, the current Superior General Madre Elda Pezzuto (SSJBC), and the Regional Superior
Sr. Francesca Moiana and S. Fridah for giving me this golden opportunity to pursue further
studies. Heartfelt gratitude to my Local Superior Sr. Beatrice Kinoti and the entire Madre Nasi
Community for all the support received during this period of my studies. Hearty thanks to Sr.
Eugenia Wamuyu (SSJB) and Don Giusto Crameri (SSC) for being exemplary persons in prayer
and moral support. Special thanks to Sr. Luisa Marete for all the love and support during my
course of study. Heartfelt gratitude to my parents and relatives for the words of encouragement
and prayers. Profound thanks to my supervisor Brother Gilbert Zenda for his dedication,
patience, words of encouragement and a deep commitment to accompany and guide me during
my project writing exercise. I extend my thanks to all the MIUC lecturers for their keenness and
generosity in dispensing their knowledge and words of encouragement to me in the course of my
studies. Hearty thanks to Jane Karimi and Aloys Habarurema for their support, advices and
encouragements towards the completion of this project. Thanks to my classmates and friends;
Gillian, Juliet, Sr. Helen, Sr. Edith, Sr. Pauline, Collins and Dismas for the journey made
together. I dearly acknowledge the generous response of the principals, teachers and students of
Rumanthi Girls Secondary School and Maburwa Day Mixed Secondary School. Deep thanks to
all who have helped me in one way or another and though your names have not been mentioned
in this acknowledgement, be sure of my prayers. May the Lord bless you all, Deo Gratias!
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TABLE OF CONTENTS
DECLARATION.............................................................................................................................ii
DEDICATION...............................................................................................................................iii
ACKNOWLEDGEMENT..............................................................................................................iv
LIST OF TABLES...........................................................................................................................x
LIST OF FIGURES........................................................................................................................xi
LIST OF ABBREVIATIONS........................................................................................................xi
ABSTRACT.................................................................................................................................xiii
CHAPTER ONE............................................................................................................................1
INTRODUCTION......................................................................................................................1
1.1 Background of the Problem...................................................................................................1
1.2 Statement of the Problem.......................................................................................................7
1.3 Objectives of the Study..........................................................................................................9
1.4 Research Questions..............................................................................................................10
1.5 Significance of the Study.....................................................................................................10
1.6 Conceptual Framework........................................................................................................11
1.7 Theoretical Framework........................................................................................................14
1.8 Scope and Delimitations of the Study..................................................................................15
1.9 Definition of Operational Key Terms..................................................................................16
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CHAPTER TWO.........................................................................................................................18
LITERATURE REVIEW........................................................................................................18
2.1 Introduction..........................................................................................................................18
2.2 Classroom Motivational Strategies......................................................................................18
2.3 Positive Classroom Motivational Strategies........................................................................19
2.3.1 The Teachers Interactions with Students.......................................................................19
2.3.2 Rewards for Students.....................................................................................................22
2.3.3 Appraisals for Students.................................................................................................26
2.3.4 Learner-Centered Method of Teaching.........................................................................28
2.4 The Influence of Positive Classroom Motivational Strategies on Learners’ Academic
Performance...............................................................................................................................30
2.5 Learners Response on the Positive Classroom Motivational Strategies..............................32
2.6 Negative Classroom Motivational Strategies.......................................................................34
2.6.1 Caning of Students........................................................................................................34
2.6.2 Shouting at Students......................................................................................................38
2.6.3 Student Labeling............................................................................................................40
2.7 The Influence of Negative Classroom Motivational Strategies on the Learners’ Academic
Performance...............................................................................................................................42
2.8 Learners’ Response to Negative Classroom Motivational Strategies..................................45
2.9 Two-Factor Theory in Connection to Two Major Types of Motivations............................47
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2.9.1 Extrinsic motivation......................................................................................................48
2.9.2 Intrinsic Motivation.......................................................................................................48
2.10 Summary of Literature Review..........................................................................................50
CHAPTER THREE.....................................................................................................................52
RESEARCH DESIGN AND METHODOLOGY..................................................................52
3.1 Introduction..........................................................................................................................52
3.2 Research Design...................................................................................................................52
3.3 Area of Study.......................................................................................................................52
3.4 Target Population.................................................................................................................53
3.4 Description of the Sample Size and Sampling Procedures..................................................54
3.5.1 Sampling Students.........................................................................................................54
3.1.2 Sampling of Teachers....................................................................................................55
3.5 Data Collection Instruments.................................................................................................56
3.6 Validity of Research Instruments.........................................................................................57
3.7 Reliability.............................................................................................................................58
3.8 Data Collection Procedures..................................................................................................58
3.9 Data Analysis.......................................................................................................................59
3.10 Ethical Considerations.......................................................................................................59
3.11 Conclusion.........................................................................................................................60
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CHAPTER FOUR.......................................................................................................................61
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS..........61
4.1 Introduction..........................................................................................................................61
4.2 Questionnaire Return Rate...................................................................................................62
4.3 Demographic Information....................................................................................................62
4.3.1 Students Demographic Information..............................................................................63
4.3 Teachers’ Demographic Information...................................................................................66
4.4 Types of Classroom Motivational Strategies Implemented in the Classroom.....................68
4.4.1 Do teachers Use the Following Positive Motivational Strategies in the Classrooms?..68
4.4.2 The Number of Times Teachers Use Positive Classroom Motivational Strategies in the
Classrooms.............................................................................................................................71
4.5 Caning of Students as a Negative Classroom Motivational Strategy..................................72
4.5.1 Number of Times Teachers Use Caning as a Classroom Motivational Strategy in the
Classroom...............................................................................................................................73
4.5.2 Shouting at Students as a Motivational Strategy...........................................................74
4.5.3 Labeling of Students as a Motivational Strategy...........................................................75
4.6 Teachers Use of Negative Classroom Motivational Strategies........................................76
4.7 Extent to which Classroom Motivational Strategies Influence the Learners’ Academic
Performance...............................................................................................................................77
4.7.2 Teachers Response on the Extent to which Classroom Motivational Strategies
Influence Learners’ Academic Performance..........................................................................81
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4.8 Manner in which Classroom Motivational Strategies are Implemented in the Classroom..84
4.8.2 The Manner in which Teachers Implement Motivational Strategies in the Classroom 86
4.9 How Learners Response to Motivational Strategies in the Classroom................................88
4.9.2 How Teachers See their Learners’ Response towards their Classroom Motivational
Strategies................................................................................................................................90
CHAPTER FIVE.........................................................................................................................92
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS..............92
5.1 Introduction..........................................................................................................................92
5.2 Summary of Findings...........................................................................................................92
5.3 CONCLUSION....................................................................................................................94
5.4 RECOMMEDATIONS........................................................................................................95
5.5 SUGGESTIONS FOR FURTHER RESEARCH....................................................................96
REFERENCES..............................................................................................................................97
APPENDIX 1: QUESTIONNAIRES FOR TEACHERS............................................................116
APPENDIX 2: QUESTIONNAIRES FOR STUDENTS............................................................121
APPENDIX 3: LETTER OF AUTHORIZATION......................................................................126
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LIST OF TABLES
Table 1: Students Sample Size.......................................................................................................55
Table 2: Teachers Sample Size......................................................................................................56
Table 4: Students’ Year of Study...................................................................................................65
Table 5: Teachers’ Qualifications and Teaching Experience.......................................................67
Table 6: Students’ Response on their Teachers’ Use of Positive Classroom Motivational
Strategies in the Classroom...........................................................................................................69
Table 7: The Number of Times Teachers Use Positive Classroom Motivational Strategies.........71
Table 8: The Extent to which Classroom Motivational Strategies Influence Learners’ Academic
Performance..................................................................................................................................78
Table 9: The Extent to which Classroom Motivational Strategies Influence Learners’ Academic
Performance..................................................................................................................................81
Table 10: How Learners Respond to Motivational Strategies in the Classroom..........................88
Table 11: The Teachers’ Understanding of the Effectiveness of their Motivational Strategies
among the Learners they Teach.....................................................................................................90
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LIST OF FIGURES
Figure 1: Conceptual Framework.................................................................................................13
Figure 2: Student’s Gender Information......................................................................................63
Figure 3: Students’ Age Range......................................................................................................64
Figure 4 : Teachers’ Gender Information.....................................................................................66
Figure 5: Teachers’ Age Range.....................................................................................................67
Figure 6: The Teachers’ Use of Caning as a Motivational Strategy............................................73
Figure 8: Students Labeling..........................................................................................................75
Figure 9: Number of Times Teachers Use Negative Classroom Motivational Strategies............76
Figure 10: The Manner in which Classroom Motivational Strategies are Implemented in the
Classroom......................................................................................................................................84
Figure 11: The Manner in which Teachers Implement Motivational Strategies in the Classroom
.......................................................................................................................................................86
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LIST OF ABBREVIATIONS
AAP: American Academy of Pediatrics
BOG: Board of Governors
ICSSR: Indian Council of Social Sciences Research
KCSE: Kenya National Examination Council
KIE: Kenya Institute of Education
MIUC: Marist International University College
NCACPS: National Coalition to Abolish Corporal Punishment in Schools
NCDPL: North Carolina Department of Public Instruction
INTO: Irish National Teachers Organization
PTA: Parents Teachers Association
SAM: Society of Adolescent Medicine
SPSS: Statistical Package for Social Sciences
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ABSTRACT
The purpose of the study was to determine the influence of classroom motivational strategies on learners’ academic performance: the case of Buuri Location in Meru County. The study was guided by the following objectives; to find out whether classroom motivational strategies are used in Buuri location, to find out how classroom motivational strategies affect learners’ academic performance, to explore how the classroom motivational strategies are implemented in schools within Buuri Location, to analyze the learners’ attitudes towards the classroom motivational strategies. The study was based on the Two Factor theory of motivation by Fredrick Herzberg of 1957 which helped in the analysis of the influence of classroom motivational strategies on the learners’ academic performance. The researcher employed the descriptive survey design, systematic technique to obtain students sample and convenience sampling method for the teachers. The sampled students were 63 while the teachers were 10. Questionnaires were employed as instruments for data collection for both the teachers and the students. The reliability of the study was achieved by computing the consistency of the obtained results using Cronbach’s Alpha. The validity of the instruments was achieved through the assistance of the supervisor. The researcher obtained the research permit from the University’s academic office. The elicited data was coded and processed using Statistical Package for Social Sciences (SPSS) and summarized by use of frequencies, distribution tables and percentages. To arrive at a descriptive and meaningful analysis of the results, the processed data was presented by the use of frequency tables, pie charts and bar graphs. The study concluded that the classroom motivational strategies have a vast influence on the learners’ academic performance. The researcher advocates the implementation of the positive classroom motivational strategies that motivate the learners and heighten their academic performance. Furthermore, the study accentuates that the negative classroom motivational strategies should be prohibited because they demotivate the learners and making them achieve poor academic performance.
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Problem
Oso and Onen (2011) assert that the background of the study is the initial section of the
proposal which is the rational of the study. It provides evidence and conditions of the existing
situation to make the reader feel the urgency of the problem and the need to study it in order
to solve it or contribute to its solution. This study will seek to find out the influence of
classroom motivational strategies on learners’ academic performance, a case of Buuri
Location in Meru County. It will shed light on the kind of classroom motivational strategy
that can be implemented and those that are to be eradicate in order to motivate the students
and heighten their academic performance. The findings will also make teaching and learning
beneficial to the students, teachers, principals, Parents Teachers Association (PTA) and the
Board of Governors.
It is important to define the concepts motivation, strategy and motivational strategies before
highlighting their relationship with the learners’ performance. Dornyei and Ushioda (2013)
explain that the word motivation derives from the Latin verb movere meaning to move. That
is what moves a person to make certain choices, to engage in action, to expend effort and
persist in action. Harper (2010) explains that the term strategy derives from a Greek word
strategos which is used in military field to denote the utilization of all nations’ forces, through
large-scale, long range planning and development to ensure security or victory during both
peace and war period. According to Gedera, Williams and Whrite (2015) motivation is a
prerequisite of learner engagement. For instance, constant appraisals and rewards can
motivate learners to study hard and eventually score high marks in their exams. Ryan and
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Deci (2000) add that to be motivated means to be moved to do something. Hence a person
who feels no impetus or inspiration to act is characterized as unmotivated, whereas someone
who is energized or activated toward an end is considered motivated. Motivation can also be a
feeling of satisfaction or success when being engaged in worthwhile learning. Either way,
student motivation and engagement are closely related elements of student learning that can
have an impact on their academic performance (Cox 2014).
Dornyei (2013) asserts that classroom motivation is the most challenging issue facing teachers
today. He adds that teachers have to implement classroom motivational strategies that will
help them manage their classrooms and enhance the academic performance of their learners.
Lack of motivation or implementation of negative motivational strategies can lead not only to
withdrawing from the content, but even withdrawing from school altogether. About 70% of
high school dropouts report lack of motivation as being a cause for dropping out of school
(Bridgeland, Dilulio and Morison, 2006). This signifies that there is a great urgency of
highlighting the classroom motivational strategies that can be implemented in order to
motivate the learners curb the school dropping and enhance their academic performance.
Svinick (2014) points out that of the factors that influence student learning, motivation is one
of the most potent. Teachers can affect students’ motivation in ways that either facilitate or
impede learning depending on the classroom motivational strategies that they implement. This
study will describe the influence of both positive and negative classroom motivational
strategies on learners’ academic performance. It will emphasize on the implementation of the
positive classroom motivational strategies which boost the learners’ academic performance as
opposed to the negative classroom motivational strategies which lower their academic
performance.
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From the research made in Japan by Narum (2011) it was revealed that teachers implement
more than one strategy in the classroom based on the content and the understanding of the
students. He explains further that the teachers change their teaching strategies more flexibly
in the light of the students’ feedback in order to motivate them. For instance, 80% of the
teachers follow individual help strategies while 40% use technology. The researcher explains
further that 77.78 % of learners are very interested in class discussion and appraisals and they
perform high academically. Narum’s (2011) research has highlighted the influence of positive
classroom motivational strategies such as changing methods of teaching frequently and
individual help strategies. This study however has made no mention of the implementation of
negative motivational strategies like caning but his findings reveal that the positive classroom
motivational strategies are more effective in enhancing academic performance of the learners.
Messier (2005) conducted a research on Traditional Teaching Strategies versus Cooperative
Teaching Strategies in Chinese Middle Schools, seeking to find out which method would be
the best in motivating learners in the classroom in order to heighten their academic
performance. The researcher discovered that, diverse teaching strategies and appraisals had a
very positive influence on learners’ academic performance. This was evidenced by the
semester score whereby 70.7% of the students’ had achieved very high marks. Though the
researcher has not highlighted the use of any negative classroom motivational strategies such
as student labeling or caning of those that fail to strike the target, it can be concluded that if
these were implemented and methods of teaching were not learner-centered, the same
percentage of learners would score poorly. This is a clear indication that positive classroom
motivational strategies have a positive influence on learners’ academic performance.
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In India, a research was conducted by the Indian Council of Social Science Research (ICSSR
2014) in New Delhi and found out that to create and sustain motivation, implementation of
motivational strategies and the role of the teacher is highly significant at all stages of the
motivational process in the classroom. The research revealed that only 47.3% of the teachers
varied the methods of teaching. It was concluded that for a high academic performance to be
achieved, teachers initiate different ways to ignite motivation among the learners. The study
proposed the use of learner-centered methods of teaching and appraisals in order to motivate
the learners and to enhance their academic performance. Kira, Lanell, Sandy &Wilberger
(2014) argues that if students come to class already with a negative attitude towards class
work and the teachers uses negative motivational strategies like shouting, they will further get
demotivated and eventually achieve poor academic performance or even run away from
school.
Atanga, Nkezea and Ntui (2015) carried out a research on Motivational Strategies to Fruitful
Learning: Perspectives of Students Nurses from Training Schools in Fako, South West Region
in Cameroon. In their research they discovered that, most often than not teaching of nursing
students neglects the motivational strategies that could lead students to fruitful learning. Their
study reveals that 73% of the students get demotivated because they are not rewarded either as
a group or as individuals after an outstanding performance in the classroom. Noting that, the
classroom atmosphere refers to the types of reward as motivational strategies used to motivate
students, they emphasize that group competition, group reward and individual rewards could
be the best strategies in boosting the academic performance of nursing school learners.
An investigation was done by Bosman (2012) in South Africa on the motivation to learn of
further education training phase learners in a multicultural classroom. The findings of the
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study highlights motivation as one of the most important factors influencing how much
learners will learn, how successful they will be at school and how much they will accomplish
throughout their lives. The researcher argues that just as a car will not run without fuel,
students will not achieve high academic performance without motivation. In her research
Bosman (2012) found out that 90% of the students work harder when the exercise in the
classroom is interesting as well as when there is teacher-student interaction. Thus teachers
have to make the lesson interesting in order to motivate the learners to work harder and
eventually achieve high academic performance. According to her the same percentage of
learners would get demotivated and achieve poorly academically if such motivational
strategies were not employed. Heavin (2015) observes that there are so many wonderful tools
that can be used in classroom learning in Angola to ignite motivation, curiosity, passion, and
wonder. She adds that despite all the essential tools it is only through the teachers approach
and techniques, that wonder and discovery can be the norm in our classrooms. The tools spark
wonder, and teacher’s motivational strategies empower and motivate the learners in the
classroom to reach for the stars and beyond.
In Uganda, a research on strategies of coping with effective teaching and learning in large
classes in Secondary Schools in Kampala District was conducted by Sekiwu (2009). The
researcher discovered that majority of the teachers strived to use learner-centered methods of
teaching as classroom motivational strategy in order to boost the learners academic
performance. These however were counteracted by lack of instructional materials which
demotivated the students. This resulted from, 85% of the learners and 90 % of the teachers
who claimed that there was inadequate instructional materials that left more than 60 % of the
learners disconnected from the lesson. Regarding this shortcoming Sekiwu (2009)
recommended that both PTA and the government should collaborate in provision of
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instructional materials in order to motivate learners to achieve high academic performance in
support to teachers’ efforts in the teaching and learning process.
Kirondo (2014) conducted a research on strategies employed by teachers to motivate students
in Kinondoni municipality in Tanzania. The researcher found out that between the years 2005
to 2009 there was a great decline in academic performance that ranged from 5.2 % to 1.9% of
the students who achieved Division One while those who achieved Division V increased to
27.5 % from 10.7%. He concluded that Motivating students in secondary schools is one of the
most important issues to be taken in consideration especially in the present time when the
country is witnessing such a mass failure in final examinations.
In Kenya a research on Motivation: the most Ignored Factor in Classroom Instruction in
Kenyan Secondary Schools was conducted by Odera (2011) in Maseno University College.
She pointed out that though motivation is an essential aspect of teaching and learning, it is the
most neglected factor and this result in poor academic performance. She explains that the
teacher needs to provide motivational strategies to hold learners’ attention and sustain it
throughout the lesson in the classroom.
According to the research done by Njeru (2011) in Kenya, 70% of the learners in primary
school fail to achieve the set objective and thus perform poorly in their academics due to
failure of implementation of motivational strategies. Njeru pointed out that the Kenyan
Government puts a lot of efforts in providing all the necessary learning facilities in the
schools but still students fail due to lack of motivation. Murwana (2012) corroborated with
Njeru (2011) by affirming that 60% of the students with negative attitude towards specific
subjects perform below average in KCSE in Meru County due to poor motivational strategies.
She adds that teachers implement negative motivational strategies to students such us caning,
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labeling and shouting which demotivate students and make them perform poorly in their
exams. This alarming state of poor academic performance of students has impelled the
researcher to carry out an in-depth study on the classroom motivational strategies
implemented by teachers in the classroom when learning process is taking place and how they
sustains the learners’ interest throughout the teaching and learning session.
Kira, Lanett, Kara and Sandy (2010) emphasizes that there is a great relationship between
positive classroom motivational strategies and the achievement of high academic
performance. They add that educators have a great role to play in the classroom if their
learners have to achieve high marks. In conclusion, they have pointed out that, learners who
are poorly motivated or who encounter negative motivational strategies end up with poor
academic results.
This researcher has chosen Buuri Location which is the remotest part of the Meru County
because its academic performance is on the decline. The research will be conducted in one
Girls Boarding Secondary School and another Public Co-Educational Day Secondary School.
The study will focus on the influence of the classroom motivational strategies on learners’
performance to determine whether the positive classroom motivational strategies will boost
learners’ academic performance in the location.
1.2 Statement of the Problem
Mugenda and Mugenda (1999) define the statement of the problem as a specific statement
that clearly conveys the purpose of the research study. It focuses on the phenomenon that the
researcher desires to describe, predict, control, or explain. Ololube (2004) states that the roles
and contexts of education’s motivational strategies cannot be underemphasized because high
motivation enhances high academic performance, which is naturally in the interests of all
8
education systems. His research however has failed to highlight the motivational strategies
that enhance academic performance thus this study is very important because it has
highlighted the influence of both positive and negative classroom motivational strategies.
A greatest percentage of academic failure that could range between 80% to 95% is caused by
lack of motivation or use of negative motivational strategies like shouting and punishments
(Ravitch 2012). His research however does not show how the negative motivational strategies
can be counteracted. The current research has strived to bring to light the positive classroom
motivational strategies like rewards and appraisals among others in contrast to negative
classroom motivational strategies such as shouting and labeling. This is to show that positive
classroom motivational strategies influences learners positively resulting to high academic
performance, while negative classroom motivational strategies influence them negatively
leading to poor academic performance.
Ruito (2012) has done a research project on the Factors Influencing Academic Performance of
Girls in KCPE in Public Schools in Kenya: A case of Laare Division, Meru County. The
researcher however has not addressed the positive classroom motivational strategies in
relation to learners’ academic performance. In addition, Njeru (2012) has done a research on
Analysis of Teacher Factors Affecting Active Learning Participation in the Classroom: The
case of Gatunga Primary school. Her research does not consider the effects of classroom
motivational strategies on learners’ academic performance. The current study bridges these
gaps by highlighting the positive classroom motivational strategies to be employed and the
negative ones to be shunned in order to boost the learners’ academic performance.
A research was conducted by Murwana (2012) on An Investigation into the Influence of
Students’ Attitude towards Performance in History: A case of Karama Zone of Meru County.
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Murwana found out that students’ negative attitude towards History was caused by the
implementation of negative classroom motivational strategies. For instance, calling learners
names when they fail to answer questions, caning them and involving just a few in class
activities. She points out that 60% of the students cultivated negative attitude towards the
subject due to negative classroom motivational strategies. Her research however has failed to
propose the positive motivational strategies that could be implemented in the classroom to
heighten the learners’ academic performance.
To counteract these gaps, the current study has found it necessary to uncover and underscore
the kind of motivational strategies that can be implemented in the classroom in order to
motivate the learners and to raise their academic performance. The study sought to highlight
the influence of positive classroom motivational strategies like use of rewards, appraisals,
teacher-students interactions and learner-centered methods of teaching which are geared at
motivating and boosting the learners’ academic performance. This was to counteract the
effects of negative classroom motivational strategies like caning, labeling and shouting at
learners that result in poor academic performance.
1.3 Objectives of the Study
Ogula and Osongo (2009) assert that an objective is a simple expression of a desired end. M
Moreover, Mugenda and Mugenda (1999) explain that the research objectives are specific
aspects of the phenomenon under study that the researcher desires to bring out at the end of
the research study.
This study was guided by these objectives:
1. To find out whether classroom motivational strategies are used in Buuri location.
2. To find out how classroom motivational strategies affect learners’ academic performance.
10
3. To explore how the classroom motivational strategies are implemented in schools within
Buuri Location.
4. To analyze the learners’ attitudes towards classroom motivational strategies.
1.4 Research Questions
Oso and Onen (2011) point out that a question becomes a research question if it cannot be
answered without collecting fresh data about it. They add that it is the requirement of data
collection that distinguishes a research question from ordinary questions. This study sought
to answer the following research questions:
1. Which are the classroom motivational strategies that are being used within Buuri location?
2. To what extent do classroom motivational strategies influence learners’ academic
performance?
3. How are the classroom motivational strategies being implemented in schools within Buuri
location?
4. Which are the attitudes of learners towards classroom motivational strategies?
1.5 Significance of the Study
Oso and Onen (2011) explain that the significance of the study refers to the relevance of the
study in terms of academic contributions and practical use that might be made of the findings.
Furthermore, it is the rational of the study that highlights the contributions of the research to
other researchers, practitioners and policy makers.
The findings that will be generated from this study will be significant to the learners who are
the most targeted group of his study. Teachers and principals too will benefit because as
Orodho (2013) posits, they are the most important of the school-related factors affecting
student motivation and achievement through their effectiveness. It will thus enlighten the
Ministry of Education on the best way of training teachers especially regarding their teaching
11
style. This can be achieved through in service training in order to keep updated on the positive
classroom motivational strategies that they can implement so as to motivate the learners and
to heighten their academic performance.
The findings will also be vital to educational planners for example, the Kenya Institute of
Education. This will compel this planning body to provide adequate books and other teaching
materials to schools as part of classroom motivational strategies. Both the school decision
making bodies that include the Parent Teacher Association (PTA), Board of Governors among
other can be enlightened on diverse classroom motivational strategies needed to be
implemented for an effective academic performance. This study will also be importance to the
policy formulators because it will recommend the classroom motivational strategies needed in
order to motivate the learners and heighten their academic performance.
The findings will be significant to other researchers as well because of the provision of the
data and new information on the improvement of academic performance, through the
implementation of positive classroom motivational strategies. Therefore, this study will
provide other researchers with a pillar on which to lean upon in order to come up with new
classroom motivational strategies which can be implemented for academic excellence. It will
also highlight the negative influence of the implementation of negative classroom
motivational strategies so that they can be shirked.
1.6 Conceptual Framework
A conceptual framework is a set of broad ideas and principles taken from relevant fields of
inquiry and used to structure a subsequent presentation (Reinchel and Ramey 1987). Oso and
Onen (2009) add that it is a diagrammatic presentation of a theory which is presented as a
model where research variables and the relationship between them are translated into a visual
Independent Variables
12
picture to illustrate the interconnections between the independent and dependent variables.
This study will be guided by a conceptual framework pointing to both positive and negative
classroom motivational strategies and their influence on learners’ academic performance.
According to Donyei and Ushioda (2013) and Wigfield and Eccles (2000) motivation has a
cyclical relationship with learning. Hence it can be theorized in terms of positive cycles of
‘high motivation →high achievement→high motivation’, or negative motivation cycles of
‘low motivation→low achievement→low motivation’. This signifies that there is a great
relationship between positive classroom motivational strategies and learners’ high academic
performance, and poor negative motivational strategies and learners’ poor academic
performance.
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Figure 1: Conceptual Framework
According to the figure 1 above, both the positive and the negative
classroom motivational strategies that have been enlisted are the
independent variables of the study. The implementation of the positive
classroom motivational strategies such as rewards, learner-centered
methods of teaching, appraisals and teacher-student interactions enhance
the learners’ high academic performance. Conversely, the use of the
negative ones such as caning of the students, student labeling and
14
shouting at the students result to low academic performance. The
learners’ academic performance is the dependent variable of the study
which is influenced by the independent variables either positively or
negatively as indicated in the conceptual framework above. It is therefore
important that educators implement positive classroom motivational
strategies in order to motivate the learners and boost their academic
performance.
1.7 Theoretical Framework
Kibera and Kimokoti (2007) define a theory as facts, ideas and principles that attempt to
explain the nature of the society, its organization, structures and patterns of behavior.
Swanson (2013) adds that theoretical framework is the structure that can hold or support a
theory of a research study. It introduces and describes the theory that explains why the
research problem under study exists. This study will be guided by the Two Factor theory of
Fredrick Herzberg who extended the work of Maslow and developed a specific content theory
of work motivation in 1957. This theory emerged as a result of a high turnover of workers in
the industries due to lack of motivation. Okumbe (2007) explains that this theory is based on
the assumption that dissatisfaction leads to work avoidance and satisfaction leads to attraction
of work. According to this theory, it is evident that every motivated person puts all the effort
in his or her work whereas demotivated people find no need of putting any effort in their work
and they eventually quite resulting to low productivity.
Eggen and Kauchak (2007) back this theory by maintaining that there is a great correlation
between motivation and achievement at school and especially in the classroom where learners
spend most of their time. They point out that continuing motivation to learn is the hallmark of
an individual’s accomplishment across their lifespan. The two Factor theory of Herzberg
15
(1957) therefore fits very well with this study because it will help to determine whether
positive classroom motivational strategies like rewards and teacher-student interactions, yield
to high academic performance and whether negative classroom motivational strategies such as
caning and labeling result to low academic performance. Moreover the researcher has adopted
the Two Factor theory in order to determine whether motivated students achieve high
academic performance while poorly motivated students achieve low academic performance as
indicated on the conceptual framework.
1.8 Scope and Delimitations of the Study
In accordance to Ogula (2005) this section explains why the researcher will not extend the
study beyond the determined scope. Oso and Onen (2011) posit that the scope of the study is
the description of the boundaries of the study in terms of content, methodology, geographical,
theoretical coverage and time. This research is delimited to the analyses of the classroom
motivational strategies and their influence on learners’ academic performance. The classroom
motivational strategies may affect learners’ academic performance, social ability, behavior
and character.
The researcher will examine both the positive and negative classroom motivational strategies
in relation to the learners’ academic performance. The schools in Buuri Location will be
singled out because they have recently been started after the establishment of the Location in
2010. Thus early knowledge of the influence of classroom motivational strategies on the
learners’ academic performance will help create conducive environment for teaching and
learning process laying the foundation for academic excellence. The findings will then be
generalized to other schools in the entire location. For an in-depth analysis of the classroom
motivational strategies, the researcher will carry out the study only with form three and form
four students considered to have more experience in school and some teachers from two
16
sampled secondary schools in Buuri Location. The study however may have some constraints
such as inadequacy of resources like funds to travel from one school to another and to print
questionnaires for each targeted individual. Time frame too may be a challenge because the
targeted people may take a lot of time to fill the questionnaires due to school timetable. The
location is wide hence the distance to be covered from one school to another may be tedious.
1.9 Definition of Operational Key Terms
This entails definition of terms or variables according to how they will be measured in this
particular sturdy.
Academic: This is an institution of learning, in this case a secondary school.
Classroom: A classroom is a formal place where teachers and learners gather for teaching
and learning process.
Educator: In this study, the term has been used to refer to the person providing education or
imparting knowledge, skill and acceptable attitudes to the learners in a classroom. Another
synonym used is teacher denoting the person facilitating learning.
Environment: This term denotes a conducive and friendly atmosphere that can facilitate the
learners’ classroom motivation.
Influence: This is the outcome of the classroom motivational strategies.
Learner: This term is used to refer to an individual who is undergoing some instructions in a
classroom setting. Some other synonyms like students or pupils have been used.
Learning: This term refers to a process through which students acquire relevant knowledge,
skills values and acceptable behaviors and attitudes.
Motivation: It is the arousal of interest or energy to the learner in order to make them focus
on learning and put all their effort in the learning process.
17
Performance: This is a term which refers to the learners’ academic achievement which can
either be high or low.
Reinforcement: This term denotes all the positive attitudes that are used in the classroom by
the teacher in order to motivate the learners in the teaching learning process. For instance
clapping of hands, giving rewards and appraisals among others.
Strategy: It is thoughtful planning to accomplish an activity through the use of different
tactics.
Teaching: This is a process by which teachers or educators impart knowledge, values and
attitudes in the learners within the classroom setting.
18
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
Literature review is the summary and assessment of the range of materials that focus on
knowledge and understanding in a particular field. It is a text of scholarly paper which
consists of the current knowledge including substantive findings as well as theoretical and
methodological contributions to a particular topic (Kombo and Tromp 2006). In this chapter
the researcher will critically highlight the studies that other researchers have carried out in
relationship to classroom motivational strategies. This chapter comprises of the introduction,
classroom motivational strategies, positive classroom motivational strategies, how the positive
classroom motivational strategies influence the learners’ academic performance, learners’
response towards the positive classroom motivational strategies, negative classroom
motivational strategies, how negative classroom motivational strategies influence the learners’
academic performance, learners’ response towards the negative classroom motivational
strategies, Two Factor Theory in connection to two major types of motivation and the
conclusion.
2.2 Classroom Motivational Strategies
The word Motivation derives from the Latin verb movere meaning to move (Dornyei and
Ushioda 2013). Harper (2010) explains that the term strategy derives from a Greek word
strategos which is used in military field to denote the utilization of all nations’ forces, through
large-scale, long range planning and development to ensure security or victory during both
peace and war periods. In the classroom situation, it denotes all the strategies that the teachers
implement during the teaching and learning process that can influence students’ academic
performance positively or negatively. For instance, the use of rewards and appraisals
19
increases the learners’ academic performance while caning and labeling reduces the academic
performance (Buehl, 2001). Ann and Lawrence (2013) add that the term strategy denotes all
the planning and organization of changes which can influence learners positively or
negatively. Positively or negatively, the classroom motivational strategies employed by the
teacher will automatically influence the academic performance of the learners.
There are several factors that influence learners’ academic performance; however this
research will dwell only on the classroom motivational strategies. Choices made by teachers
as they strategize and plan affect the learners. Teachers are classroom strategists therefore
their careful choice of approaching teaching and learning influences the learners’ academic
performance.
2.3 Positive Classroom Motivational Strategies
2.3.1 The Teachers Interactions with Students
Brown (2001) defines classroom interaction as the interaction between teachers and learners
in the classroom which is the heart of communicative competence. Martin and Dowson
(2009) elucidate further that teachers’ classroom practices directly and indirectly shape
students’ motivation to achieve high academic performance, because relationships are central
to teaching and instruction and the ‘why’ of behavior is communicated by interactions. The
teachers’ capacity to interaction with the students giving the mutual respect necessary in the
context of mentoring, will lead them to relate not just to the information and experiences
transmitted, but to hard work in the classroom activities and eventually to high academic
performance (Chalmers, 2002). The researcher affirms that the teacher-student interaction is a
positive classroom motivational strategy as focused in this study.
20
Heath (2015) points out to the teachers in Prince George County schools in Virginia that
respect should be a two-way street, hence if students feel valued in the interaction, they are
more likely to be highly motivated and to take part in class activities. He continues to explain
that when respect is established, students form meaningful relationships and feel a connection
with their school and are motivated to work harder in order to achieve high academic
performance. The Irish National Teachers Organization (INTO 2012) exhorts teachers to
model positive behaviour by building up a positive relationship with students. The research
findings show that all students respond to attention and therefore a focus on positive
behaviour and rewarding them would reinforce positive behaviour. Heath (2015) adds that a
sincere teacher- student interaction motivates the learners to put more effort in their academic
work thus achieving high academic performance. These research findings have shown clearly
that interaction as a motivational strategy has a positive influence to learners’ academic
performance.
Hashash (2010) posits that supportive student-teacher relationships have a positive effect on
student achievement and on their attitude towards their school. Learning outcomes, academic
performance and student attitudes towards learning are closely linked to the classroom
environment. The researcher urges the teachers in Lebanon to nurture a strong relationship
between them and their students in order to motivate them to focus on learning and to boost
their academic performance. In support to Hashash (2010), Butcher, (1997) holds that role
models are vital educational agents and 99% of the students look upon their teachers as their
only models. He explains further that students imitate their teachers’ behaviour, values and
attitudes therefore if teachers show positive regard to students, students will also respect the
teachers and this will minimize misbehavior in school while enhancing their academic
performance.
21
Hattie and Anderman (2013) suggest that teachers in United Kingdom should hold a high
expectation for students, provide choices when appropriate and foster collaborative interaction
with learners. The collaborative interactions increase academic engagement in the classroom
unlike the lecturing which may engage only 10% of the students while leaving the other 90%
demotivated which results in poor academic performance. Kormla (2012) conducted a
research on teachers’ interaction with individual students and discovered that it had the most
powerful impact on students’ perceptions of the teacher and their academic performance.
These findings are in line with this study as it highlights teacher-student interaction as a
classroom motivational strategy which boosts learners’ academic performance. Kohn (2015)
add that poor teacher-student relationship results in poor academic performance.
Mbagga (2010) conducted a research on interactions in the classrooms in Tanzania and found
out that it was implemented by only 20% of the language teachers. He emphasizes that all
teachers should use it frequently in order to motivate the learners and boost their academic
performance. Classroom interaction is therefore a necessary and useful pedagogical strategy
to enhance learning and mastery of subject content as, studies have revealed that through
classroom interaction knowledge is constructed and skills are easily developed.
A study was conducted by Musiime (2005) in Uganda and found out that teacher-student
interaction was lacking hence students were demotivated and were achieving poor academic
performance. He discovered that in schools where teacher-students interaction was
implemented more than 60% 0f the learners participated in teaching and learning activities
and achieved high academic performance. Sekiwu (2009) concurs with Musiime (2005) by
explaining that when there is no teacher-student interaction, students get disinterested with the
material being delivered and eventually they achieve poorly in their exams. This is because
the wider the gap between teachers and students, the poorer will be their interaction resulting
22
in demotivation and poor academic performance (Sekiwu 2009). This is supported by Were
(2003:23) and Schwier (2007:54) who point out that ‘communities cannot be created; rather
they emerge when conditions nurture them’. Hence social interactions among students
maximize students’ motivation and peer collaboration in learning thereby enhancing high
academic performance. The current study backs these researchers’ findings by affirming that
the teacher-student interaction as a motivational strategy has a positive influence on learners’
academic performance.
Ritho (2015) interviewed the students to find out whether positive interaction with their
subject teachers in the classroom had any influence on their academic performance. The
researcher discovered that 57.6% of the interviewees felt that their performance was
positively influenced by teacher- student interaction. Mulei, Waita, Mueni, Mutune and Kalai
(2016) conducted a research on Pupil-Teacher ratio and its impact on academic performance
in public primary schools in central division, Machakos County, Kenya. The study discovered
that teacher-student classroom motivational strategy was less implemented in schools in
Machakos County due to overpopulation of students. This influenced the students’ academic
performance because the teachers found it very hard to give personalized teacher- student
interaction to all the students which resulted to demotivation and eventually to their academic
decline. In connection to Ritho (2015) and Mulei, Waita, Mueni, Mutune and Kalai (2016) the
current study seeks to determine whether the implementation of teacher- student interaction a
positive classroom motivational strategy had any influence on the learners’ academic
performance in Buuri Location.
2.3.2 Rewards for Students
Armstrong (2012) defines reward as the recognition of the contribution or the achievement of
individuals or groups by a financial payment or non- financial recognition. He further notes
23
that rewards make an impact on performance by motivating people and by enhancing
engagement, which creates a high performance culture. According to him performance is the
accomplishment, execution, carrying out, and working out of anything ordered or undertaken
in connection to high versus low motivated people. The current study advocates the use of
rewards as a positive motivational strategy that boosts the learners’ academic performance.
A research was conducted by Willingham (2015) on boosting standardized test scores by
giving financial rewards to students. The findings of the research shows that in Coshocton,
Ohio, third and sixth-graders were being rewarded up to $20 for earning high scores on
standardized tests and the more the rewards the higher the academic performance. In New
York City, fourth-grade students received $5 for each standardized test they took throughout
the year, and up to $25 for each high performance and this has contributed greatly to the
development of performance culture in the schools. Willingham (2015) shows that the more a
student is rewarded the more they perform high, thus rewards are a positive classroom
motivational strategy for enhancing learners’ academic performance.
Kruger and Schalkwyk (1997) recommend the teachers to reward the students when they
perform to the best of their abilities, pointing out that material means such as books, pens and
other goods are rewards which have usually a strong motivational value. They explain that
rewards may also take the form of recognition, praise, promotion, more privileges and better
opportunities. Therefore, rewards as motivational strategies have a positive influence on
learners’ academic performance.
Beck and Robert (2005) advocate that rewards are more effective if they are given quickly
after a response. For example if a student performs high academically and the approval is
slow in coming, the student may not realize that he or she was rewarded for the performance
24
hence the motivation may reduce thereby negatively affecting the academic performance.
Backing Beck and Robert (2005), Healy (2009) explains that while motivating students can be
a difficult task, the rewards are more than worth it and motivated students are more excited to
learn thus excel in academic performance.
According to Davis, Winsler and Middleton (2006) rewarding students with things like small
gifts, extra recess time, stickers, certificates, class parties rises their motivational levels
enhancing high academic performance. In their research they found out that 70% of the
students were rewarded with candies by their teachers in elementary school. This motivated
them to put more effort in their studies heightening their academic performance. The current
study is in line with Davis, Winsler and Middleton (2006) in endorsing rewards as classroom
motivational strategy that enhances learners’ academic performance.
Kormla (2012) conducted a study in Ghana on Principals’ Strategies for Improving the
Academic Achievement of Students of Disadvantaged Rural Junior High Schools in Ghana.
The researcher found out that the Ministry of Education in Ghana has sought to improve basic
education through exploring better supervision of the work of principals and teachers,
improving teachers training, provision of relevant text books, better infrastructure and
funding, and more incentives for teachers and community participation. The researcher
discovered that despite all the effort by the Ministry of Education in giving incentives to the
teachers in order to motivate them, 50% of learners fail in main exams. The findings of this
research do not show any incentives or rewards given to students or any motivational
strategies used hence this could be the probable cause of such failure in the exams. Ravitch
(1996) postulates that unless the untapped power of student effort and engagement is activated
25
and harnessed to learning, by motivating them through rewards and other incentives, poor
performance will continue to increase in schools even when other measures are put in place.
A research was conducted by Kawisa (2004) on the effects of performance based rewards on
the performance of students in private secondary schools in Kampala district. This research
revealed that there was a significant relationship between rewards and students academic
performance. Thus the more the students were rewarded the higher they performed. The
findings of Kawisa (2004) research befit the current research as it focuses on the influence of
the classroom motivational strategies on learners’ academic performance considering rewards
as a motivational strategy that boosts learners’ academic performance. Rakiro (2013)
conducted a research on effects of institutional teacher reward systems on students’
performance in Kenya Certificate of Secondary Education in Rongo District, Kenya. The
researcher discovered that the 65% of the students continue to achieve poor academic
performance due the teachers’ lack of motivation. The researcher explains that teachers are
the most important aspects of a school and improving their motivational aspects also improves
their performance and consequently an improvement in students’ performance. Her findings
however do not point out whether giving rewards to the students would motivate them to
work harder and achieve high academic performance. Therefore the current research will
bridge this gap.
The current research agrees with Ruito’s (2012) findings that when students are rewarded for
work well done they feel motivated to learn and subsequently they strive to achieve high
academic performance. Baranek (1996) however contrasts Ruito (2012) by asserting that the
use of rewards undermines intrinsic motivation and results in the slower acquisition of skills
and more errors in the learning process. He adds that rewards should be replaced with
26
teaching that is focused on the intrinsic motivation of the student. Baranek (1996) however
has failed to show how the teachers can enhance learners’ intrinsic motivation without giving
any form of rewards and score high marks in their exams. Hence the positive impact of
rewards to students’ academic performance as a motivational strategy will be illuminated in
the current research.
2.3.3 Appraisals for Students
Lewis (2005) defines appraisal as the evaluation of significance in a situation that can give
rise to an emotional response and motivate the students. Sieborger and Macintosch (2004)
explain that appraisal does not only mean texts, examinations and written exercises. They
highlight that appraisals include various ways of gaining information and giving feedback
about the progress of the learners. For instance, asking oral questions, giving students
opportunities to solve an equation on the board or to dramatize something in the classroom.
Shiundu and Omulandu (1992) state that this process shows whether there has been a change
in students’ behaviour or not. The current research will strive to find out whether or not
appraisals as motivational strategies have a positive influence on learners’ academic
performance.
In London, teachers are exhorted by Wlodkowski and Judith (1990) to motivate learners by
offering corrective feedback to them, helping them know their growing competence and
mastery which results from evaluations. They recommend this to be done by making
comments both verbal and written to let students know that their learning is the result of an
effort for which they are personally responsible. The researchers however have not
highlighted the influence of appraisals on learners’ academic performance as will be
discussed by this research work. A study done in United States of America, by Carwins and
Medler (2005) reveals that appraisal and praise for work in the classroom was associated with
27
better behavior and high academic performance. This is a clear evidence of how much
appraisal as a positive motivational strategy influences learners’ academic performance by
making them work hard aiming at scoring high marks in exams.
Blasé and Kirby (1992) point out that in California effective principals use appraisals as a
strategy for influencing teachers’ attitude and behavior in order to promote and reinforce
classroom performance. Reinforcement makes teachers feel encouraged, appreciated and
recognized. These researchers however have failed to show whether the motivated teachers
use appraisals in their turn to motivate learners for high academic performance hence the
current study will bridge this gap. Ercole (2009) places a greater emphasis on student
appraisals and on the recognition of their academic potential. He explains that appraisals
create competition in the classroom between students which motivates them to work harder
and eventually boost their academic performance. Ercole’s (2009) idea is in line with this
research because as a motivational strategy appraisals are considered to have a positive
influence on the students’ academic performance.
Academic achievement according to Ritho (2015) is generally measured by examinations or
continuous assessment tests. His research sought to find out if there is any effect of student
motivational techniques on their academic performance in Dagoretti County in Kenya. About
84.6% of his respondents held that motivated students always have improved academic
performance and their motivation comes from continuous assessment tests and examinations.
He explains that examinations and continuous assessments tests are among the best
motivators of students especially when the teachers give the feedback at the appropriate time.
His findings are vital to the current research which seeks to find out whether appraisals have a
positive influence on learners’ academic performance in Buuri Location in Meru County
28
2.3.4 Learner-Centered Method of Teaching
According to Bass (1999) and Charney and Meehan (2016) the modern society is in need of
people who can solve problems on their own, make decisions, think critically, communicate
ideas effectively and work efficiently within teams and groups. In order to cultivate these, the
teachers have to employ the methods of teaching that give the students the opportunities to
develop personal capabilities and effective thinking skills as part of their well rounded
education. The current research will highlight the importance is choosing learner-centered
teaching methods as motivational strategies in order to enhance learners’ academic
performance.
Cantrell (2004) asserts that teaching methods are in a continuum, ranging from exposition to
inquiry. Exposition is considered to be teacher-centered with an emphasis on content delivery
while inquiry is considered learner-centered with the emphasis on the process of learning.
Inquiry method is preferred in this study because it encourages learners to explore the content
through the use of concrete experiences thus getting motivated and achieve high scores in
exams. Bass (1999) posits that the use of active learning methodologies, will help students not
only to come to a deeper understanding of the issues involved, but also their motivation and
enthusiasm will be heightened. The choice of poor methods of teaching conversely results in
demotivation and poor academic performance as observed by Omache (2004). Thus this study
advocates for the use of learner-centered methods of teaching as motivational strategies that
boosts learners’ academic performance.
Skinner and Belmont (1993) argue that there is a great relationship between teacher behaviour
and student engagement in the classroom. They explain that if the teacher is dull and does not
involve the students, the students get demotivated and lose interest in the lesson. Teachers
29
therefore have to implement methods of teaching that are very interactive in order to motivate
their students to learn and eventually score high marks in the exams. Kibera and Kimokoti
(2007) add that attention on methods of teaching that enhance teacher-student involvement
like question and answers, group discussions and role play in contrast to lecturing should be
put into consideration. The findings of these researchers are in line with the current research
that seeks to find out if the implementation of student-centered methods of teaching could be
a motivational strategy that could boost learners’ academic performance in Buuri location.
Healy (2009) accentuates that the best way to encourage students and teach them
responsibility is to get them involved in the classroom. The study exhorts the teachers to make
participating fun by giving each student a job to do in the classroom like tidying up, reading
out aloud and working in groups. This motivates them and encourages active participation in
class thus improving their academic performance. Aacha (2010) conducted a research on
motivation and the performance of primary school teachers in Uganda. She discovered that
the teachers in Kimaanya-Kyabakuza Division were not very much interested in using
effective methods of teaching apart from the traditional methods. The researcher has failed to
show the effect of the use of traditional method of teaching on the students’ academic
performance. The current research will bridge the gap by highlighting the positive influence
of implementing the learner- centered method of teaching on the learners’ academic
performance.
Failure to find proper ways to motivate students to study will result in their poor performance
and as education forms the basis of development of any nation, poor performance of students
will in turn lead to poor performance of the respective nations (Kirondo 2014). The current
research corroborates with Kirondo’s (2014) idea by affirming that failure to find proper
30
strategies of motivating students such as implementation of student-centered methods of
teaching result in demotivation and eventually to poor academic performance.
The Daily Nation of 23 July 2001 pointed out that many school dropouts are caused by
teachers’ choice of poor methods of teaching. Therefore this research will persuade the
teachers to use learner-centered methods of teaching in order to heighten the learners’
academic performance.
2.4 The Influence of Positive Classroom Motivational Strategies on Learners’ Academic
Performance.
Cox (2014) asserts that motivation can also be a feeling of satisfaction or success when being
engaged in worthwhile learning. Either way, student motivation and engagement are closely
related elements of student learning that can have an influence on learning outcomes. This
definition of motivation fits very well in the current research as it points out that the positive
classroom motivational strategies enhance academic engagement and performance.
According to Narum (2011) the implementation of different learner-centered methods of
teaching is a very important motivational strategy because it enhances learners’ academic
performance. The researcher discovered that 80% of the teachers changed the methods of
teaching flexibly in accordance to their students need in order to motivate them to study hard
and this resulted in high academic performance. This is clear evidence that positive classroom
motivational strategies boost learners’ academic performance as highlighted in this study.
Messier (2005) concurs with Narum (2011) by pointing out that about 70.7 % of learners have
improved their academic performance due to the teachers’ implementation of cooperative
learning strategy and shunning of lecture method of teaching. This shows that the
31
implementation of positive strategies in teaching and learning process enhances academic
performance as supported by the current research work.
Armstrong (2012) notes that students who are rewarded for scoring high marks or improving
in behaviour are more likely to creates high performance culture and maintain good behaviour
in and outside the school. Hendy, Williams and Camise (2005) consent with Armstrong
(2012) by affirming that when students are rewarded for positive behaviour, they maintain the
same behaviour even when rewards are withdrawn. This idea however contradicts Kohn
(1993) who claims that rewards and punishment have the same effects and cannot be a
positive strategy to boost learners’ academic performance. Nevertheless, the present study
agrees with both Armstrong (2012) and Hendy, Williams and Camise (2005) by pointing out
that rewards have a positive influence on learners academic performance.
Regarding the interactions in the classroom as a positive motivational strategy, Chalmers
(2002) elucidates that intimacy and dynamics caused by teacher-student interaction, have a
very great influence on learners academic performance and behaviour. These findings are in
support of the current study which holds the importance of interactions in the classroom as a
motivational strategy that boosts learners’ academic performance. Meehan (2016) points out
that teacher-student interaction in the classroom in mutual respect, motivates the learners’ to
study hard knowing that someone cares about them. Considering that motivation is cyclical as
Wigfield & Eccles (2000) puts it, when the students are motivated due to interactions, they
work hard and thus achieve high academic performance.
Wlodkowski and Judith (1990) concur with Graham and Barker (1990) by elucidating that
teachers should motivate learners by offering appraisals and corrective feedback to them.
They explain that this strategy is very essential in boosting the learners’ academic
32
performance because it helps them know their weak points and seek their teacher’s help. In
addition, appraisals help teachers to understand where the learners are limping and
accordingly seek the best way to help them understand the content and make it part of their
lives enhancing high academic performance. These findings reveal that teacher-student
interaction has a positive influence on learners’ academic performance. Teachers have choices
to make in the classroom and those mentioned above have a positive impact on the learners’
academic performance. The strategies that are implemented here bring out the best in the
learners hence they have a positive influence on them.
2.5 Learners Response on the Positive Classroom Motivational Strategies.
According to Cox (2014) students respond positively to positive classroom motivational
strategies such as rewards, teacher-student interactions, learner-centered methods of teaching
and appraisals among others. They participate fully in the classroom when the teachers show
that they are interested in their performance by rewarding them and this raises their academic
performance. Toler (2012) highlights that appraisals and praising learners for putting more
efforts in their studies and achieving the targeted score propels a positive response from them.
He affirms that praise is the fuel that powers mastery thus learners who are praised for any
little effort, respond by striving more to master the content or behavior for which they were
praised.
Messer (2005) points out that the implementation of various learner-centered methods of
teaching make students to be interested in the teaching and learning process and eventually to
change their negative attitudes and to achieve high academic performance. Kiruhi, Githua,
Mboroki (2009) concur with Messer (2005) by postulating that interactive methods of
teaching like discussions and question and answer methods are good classroom motivational
strategies because the learners like to be involved in the teaching and learning activities. The
33
learners get more interested in the content thereby remaining focused and eventually achieve
high academic performance.
Davis, Winsler, and Middleton (2006) interviewed elementary students in New Zealand and
found out that 70% of the students were highly motivated by the rewards which they received
from their teachers in form of candies and exercise books. The rewards compelled them to put
more effort in their studies in order to score high marks and eventually high performance
became part of their system. When students are reflecting, questioning, conjecturing,
evaluating, and making connections between ideas, they are engaged and their performance is
heightened (Zepke and Leach, 2010).
Mwathwana (2014) discovered in their research that 87.5% students were highly motivated to
learn history because their teachers used learner-centered method of teaching and regular
appraisals which boosted their academic performance. Eneza (2016) concurs with
Mwathwana (2014) by pointing out that when students are rewarded for hard work and
discover that they are relating well with their teachers, they put more effort in their studies
and also maintain high discipline which reinforces their academic performance. Teachers
must therefore create rich educational experiences that challenge students’ ideas and stretch
them as far as they can go. Such motivating experiences will stimulate the students to work
hard and ultimately they will achieve their objectives. These findings are a confirmation that
learners respond positively to teacher- student interaction and learner-centered methods of
teaching thus achieving high academic performance. After having looked at the positive
motivational strategies and how they influence positive academic performance, we now
consider how the negative classroom motivational strategies negatively influence the
academic performance of the learners.
34
2.6 Negative Classroom Motivational Strategies.
2.6.1 Caning of Students
Caning is part of corporal punishment which is the deliberate infliction of physical pain by
hitting, paddling, spanking, slapping or any other physical force used as a means of discipline
(Nicholson 2016). On the extent of the problem of caning, Dubey and Ndagi (1985:18)
observe that:
“Some teachers behave as if the cane is the extension of their arm. It is permanently in their
hands and whop, whop, whop; they use it for every problem, big or small that arises in their
classroom”
The researchers continue to explain that children learn little from this kind of punishment
because they get demotivated and they stop trying at all especially when they are caned for
giving wrong answers. These researchers however have failed to show the positive
motivational strategies that the teachers can implement instead of caning learners so that they
can boost their academic performance. The current research therefore will highlight how
negative motivational strategies affect the academic performance of the learners and propose
other forms of motivational strategies.
The National Coalition to Abolish Corporal Punishment in Schools (NCACPS, 2013) found
out that the schools that use corporal punishment often have poorer academic achievement,
pupil violence, and a higher dropout rate. The NCACPS discourages teachers from using a
cane to teach discipline in the classroom. Instead, they advise them to implement the positive
motivational strategies like giving applauses, a pat on the back or some kind of rewards. This
suggestion is in support of this study which advocates for the implementation of positive
classroom motivational strategies in order to boost learners’ academic performance. It also
35
disapproves the implementation of negative classroom motivational strategies which lower
the learners’ academic performance.
Farrell (2015) elucidates that British-style formal caning (for male students only) is fully
lawful as a punishment in Singapore schools and strongly supported by the government. He
explains that though corporal punishment has been completely abolished in the United
Kingdom and most of its other former outposts, it is still well upheld in Singapore. The
researcher points out that in 85% of the country’s secondary schools the cane is used as a
significant element in the disciplinary system. The findings of the research have failed to
show whether caning as a classroom motivational strategy has any influence on students’
academic performance. The current research will bridge this gap by investigating the negative
influence of caning on the learners’ motivational levels and their academic performance.
According to a report by the Strauss (2013) more than 600 students experienced corporal
punishment once in North Carolina in 2010-2011, and over 150 students experienced it at
least twice. In total, there were 891 uses of corporal punishment by 17 different schools in
2010 to 2011. More than 90% of the corporal punishment occurred in Robison County, where
American Indians represented 48% of the student population but 81% of students experienced
corporal punishment. These statistics show that corporal punishment in greatly used in
Washington both in and outside the classrooms but the report does not show the effects of
corporal punishment on students’ academic performance. The current research will bridge the
gap by highlighting the negative influence of caning on students’ academic performance and
pointing out the positive motivational strategies which can be implemented in the classroom
in order to boost the learners’ academic performance.
36
The research conducted by Agbenyega (2006) on practice of corporal punishment in two basic
schools in the Greater Accra District in Ghana revealed that 94 to 98% of teachers use
corporal punishment to reinforce school discipline and academic performance. The researcher
has failed to show up whether corporal punishment enhances discipline or boosts academic
performance of the students in the classroom settings. This gap will be bridged by this study
which aims at unearthing the negative influence of caning as a classroom motivational
strategy on learners’ academic performance.
According to Mpundu (2005) majority of teachers in Zambia punish the students severely by
caning, slapping and pinching to the point of injuring them or even killing them just because
of failure in an exam or reporting to classroom late. The researcher acknowledges that this
kind of punishment demotivates the students making them run away from school and for this
reason corporal punishment should be abolished. The study does not bring to light the
positive motivational strategies that can be implemented in the classroom in order to motivate
the learners and heighten their academic performance instead of corporal punishment. The
current study will bridge the gap by shedding light on the negative influence of caning on
learners’ academic performance. It will also point out the positive classroom motivational
strategies that have a positive influence on the learners’ academic performance.
Mugagga (2010) discovered in his research that although the Ministry of Education in Uganda
banned corporal punishment, caning is still practiced in many schools. He points out that
many teachers believe that it is the only effective way to discipline students and to enhance
their academic performance. Interviewing the respondents he got this information, “We have
evidence that caning can greatly and effectively discipline stubborn and lazy students. Many
methods have failed to effectively improve on the academic performance of students to score
37
the school pass mark. In most cases, weak and stubborn students are forced to pull up their
socks due to the fear of being caned.” Mugagga (2010:17). The findings have not highlighted
the negative influence of corporal punishment so the current research work will illuminate its
negative influence on the students’ academic performance.
Mushi (2013) indicated that academic performance in classrooms, and schools at national
level had been unsatisfactory in Tanzania since the year 2005. The researcher attributes this
to lack of motivation in learning and implementation of negative motivational strategies like
caning and labeling which are obvious in schools and classrooms. These strategies drive
learners away from school instead of encouraging them to be in class thus the academic
performance is greatly affected as pointed out in the current study.
Rakiro (2013) maintains that in Kenya many teachers especially in the past believed that the
only way to keep the students disciplined and motivated to learn in and out of the classroom
was through caning and intimidating even for very minor mistakes. Moreover, the Daily
National Newspaper (06/10/2013) reported that a class eight pupil died after being caned by
her teacher using a plastic pipe for failing in an examination. In addition, Kelvin Kagura a
standard six pupil in Gathungo primary school in Nyeri County was beaten to death by his
teacher in 2015 because of coming to class late.
Furthermore, the YouTube in this year shows a form four student in Simwoto High School
nursing serious injuries on the thighs after receiving serious canning from his teacher. To
crown it all, a video that went viral at the beginning of this year shows how the teachers in
Kaveye Girls High School in Vihiga County tortured the students who perform less than the
school’s target. The girls are beaten mercilessly by all the teachers and threatened not to
reveal it to anybody (Kasemi, 2016). This indicates that caning is used in schools as a way of
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enhancing academic performance. This is another example of the negative classroom
motivational strategies which do not produce the required outcome. The researcher will
investigate further how these negative motivational strategies negatively affect the academic
performance of the learners.
2.6.2 Shouting at Students
Lemov, Woolway and Yezzi (2014) point out that shouting is not the best approach and can
more often than not, be counter-productive when the students shout back or dash out of the
classroom. The teachers are to start the lesson by defining the rules they want the students to
keep up with and then make the lesson interesting in order to motivate them to learn. Linsin
(2011) explains further that yelling or shouting at students especially in a classroom, makes
them to tune the teachers out. In this way, they will never take anything seriously unless they
are shouted at. This makes both the teachers and the students to be more stressed, to get
demotivated and eventually the academic perform is negatively affected. Regarding shouting
at students, he exhorts the teachers, “No matter how frustrated you may get with your
students, yelling should never be an option. Although it often works for a moment, the cost of
gaining momentary control is much too high. To start, create a classroom management plan
that works and stick to it and then work on building influential relationships with students”
(Linsin 2011:20).
Moreover, Cowley (2001) suggests that in a very difficult classroom, it is better to develop
positive relationships than to impose punishment and shouting at students. She explains that a
good relationship helps the students to feel valued and in turn value what is being taught and
subsequently put all their effort in the academic performance. Cowley (2001) has clearly
highlighted the importance of using positive classroom motivational strategies like the
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positive teacher-student relationship to counteract the negative effect of shouting as a
motivational strategy in the classroom. Her findings are in line with the current research
which has highlighted the negative influence of shouting at students as a classroom
motivational strategy.
Ghosn (2014) points out that while a few teachers use a cane to motivate the students to be
attentive in the classroom, majority of teachers admit that they yell and shout at the students
to keep them on their toes in the classroom. The researcher posits that there are better
strategies that can be implemented in order to make the students behave in the classroom and
to enhance their academic performance like listening to them with a caring gaze. The findings
of this research however do not point out the influence of shouting at the students’ to their
academic performance therefore this study will bridge the gap.
Brok, Want , Beijaard and Wubbels (2002) opposes the habit of teachers shouting at the
students. They assert that teacher-student relationships require much attention from teachers
in the classroom, and are an important source of their concerns and happiness because a good
relationship motivates the students and increases their academic performance. Teachers with a
healthy teacher-student relationship are better able to teach effectively and motivate their
students than the teachers who keep on shouting at the students (Cornelius-White, 2007).
Muhumulira (2014) conducted a research on assessment on the Alternative Measures in
Replacing Corporal Punishment in Public Primary Schools in Karen-Langata Nairobi County.
The researcher discovered that class teachers used negative classroom motivational strategies
in the classrooms. For instance; use of sarcasm, vulgar language and shouting which highly
demotivated the learners leading to poor academic performance. Alternatively, the researcher
suggests that the teachers have to listen to the students actively, make lessons interesting and
40
encourage the learners to put more effort in their study in order to boost their academic
performance. The current research backs Muhumulira (2014) by affirming that shouting at
students demotivates them thereby causing poor academic performance.
2.6.3 Student Labeling
According to Furrer and Skinner (2003) labeling is the process of attaching a descriptive word
or phrase to someone or something. Lilly, Cully and Ball (2007) posit that both the social and
academic deviant, once labeled as such, are forced to carry these labels with them, performing
the very behavior society expects of them which inevitably leads to confirmation bias . The
current research backs the labeling theory by confirming that labels used on students have
negative influence on their academic performance. This is because the learners who are
labeled lazy lose interest in their studies and become failures just as the teachers label them.
Social research indicates that the students who have negative labels usually have lower self-
images, are more likely to reject themselves, and may even act more deviantly as a result of
the labels. The deviant student is likely to accept the label that has been attached, accept
themselves as deviant and act in a way that fulfills the expectations of that label (Crossman
2014). Labeling as highlighted in this study has very negative influence on learners’ academic
performance. Dubey (1985) declares that teachers have the attitude of making fun of their
learners especially when they give incorrect answers to the extent of labeling them. This
discourages any attempt to participate especially for the average and slow learners. Instead,
teachers should shield the slow learners from devastation of failure by use of praise and
appreciation even when their work is not as par with their peers. The researchers’ findings are
in support to the current study which holds that libeling as a classroom motivational strategy
has negative influence on learners’ academic performance.
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Fuglei (2015) affirms that coddling is not the goal of teachers, but it is important to treat
students with a deep level of respect especially by choosing words that imbue them with
power and understanding and not using labels on them that create a negative self image.
Moreover, he disapproved the old saying that “sticks and stones may break my bones, but
words will never hurt me”. According to him, negative words used to learners may
demotivate them to the point of dropping out of school. Ercole (2009) insist that teachers may
play an even larger role in undermining the students’ functioning, specifically through
labeling because it can lead to self-fulfilling prophesies. The labels have long term effects on
students’ adjustment in and outside the classroom. The findings indicate that labeling in the
classroom setting is a potent real occurrence with long lasting negative influence on the
students’ motivation and academic performance. Nonetheless, the researcher does not give the
alternative motivational strategies hence the gap will be bridged by the current study.
The teachers who label students as poor students do not challenge them academically.
Therefore because their poor reputation is constantly following them, these students never get
the opportunity to prove that they can achieve high. For this reason they perform the only way
they know thus carrying the label all through the academic year falling in the phenomenon of
self-fulfilling prophesy (Lilly, Cully and Ball 2007). Additionally, Rosenfeld, Richman and
Bowen (2000) and Barber and Olsen (2004) confirm that many teachers do not interact with
the labeled poor students. These students ultimately lack support from their teachers, get
demotivated and eventually achieve poor academic performance.
Braggs (2014) points out that the students perform at a level consistent with performance
expectations or labels given by their teachers. He discourages the teachers from labeling some
students as tabula rasa while the others as intelligent because they will achieve academic
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performance according to the labels they carry. Ercole (1990) points out that students who
have been labeled as “bad” students are more likely to feel disengaged from the schooling
process and engage in unhealthy behaviors and consequently achieve poorly academically.
This study has verified that labeling as a classroom motivational strategy is a demotivator that
influences the learners’ academic performance in support to Braggs (2014) and Ercole (1990).
2.7 The Influence of Negative Classroom Motivational Strategies on the Learners’
Academic Performance.
Lack of motivation or implementation of negative motivational strategies can lead not only to
withdrawal from the content, but even withdrawing from school altogether. About 70% of
high school dropouts report lack of motivation as being a cause for dropping out of school
(Bridgeland, Dilulio and Morison, 2006). The teachers who choose the negative motivational
strategies should know that they are heading for poor academic performance.
According to NCACPS (2013) there is considerable data indicating that corporal punishment
does not, in any consistent way, deter misbehavior or encourage good behavior. In support of
this, Slavin (1991) adds that other forms of behavior management can be just as successful
without the painful, harsh, long-term effects. These forms include: the use of positive
reinforcement such as rewards and positive teacher-student interactions. Graffin, Robison and
Carpenter (2000) emphasize that there are a variety of positive motivational strategies in the
classroom that are easily accessible. For instance verbal praise, a pat on the back or extra free
time which motivates the students, encourages good behavior and result in high academic
performance.
Melinda (2015) asserts that arguments in favor of using corporal punishment to correct poor
behavior hold the belief that fear and pain will promote good conduct to students and
43
eventually lead to high academic performance. The consequences however are negative
because the students get demotivated and ultimately score poorly in the exams. School
officials and policy makers often rely on personal experiences to argue that school corporal
punishment improves students' behavior and achievement. However, there is a lack of
empirical evidence showing that corporal punishment leads to better control in the classroom.
In particular, evidence shows that students who are always caned in the classroom by their
teachers develop truancy and eventually decline academically (Gershoff and Spring 2010).
Steven (1991) asserts that an estimated 1 to 2% of physically punished students in the United
States are seriously injured, to the point of needing medical attention and disrupting learning
or dropping out of school completely. This shows clearly that corporal punishment as a
motivational strategy has vast negative influence on learners’ academic performance and even
on their entire life. According to the American Academy of Pediatrics (AAP 2000) and the
Society for Adolescent Medicine (SAM 2000) corporal punishment injuries include bruises,
abrasions, broken bones, whiplash injury, muscle damage, brain injury, and even death. Other
reported injuries to students include sciatic nerve damage extensive hematomas, and life-
threatening fat hemorrhage. These findings are in support of the current study which holds
that caning as a motivational strategy has a negative influence to learners’ academic
performance.
Poulsen (2015) conducted a research on long term impact of corporal punishment in Australia
and discovered that majority of children who were exposed to corporal punishment had
mental disorders. He goes on to comment that “We cannot continue to ignore the inextricable
connection between what children experience in childhood and the effect this will have on
their future behaviour and attitudes. An environment where children are free from violence in
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all its forms is the basic foundation for a society that is free from other violence, too”
(Poulsen 2015:25). This is clear evidence that corporal punishment as a motivational strategy
in whatever form does not deter misbehavior nor promote academic performance but ruins
students’ life in and outside the of school environment.
McCarthy (2010) argues that apart from the infliction of pain and the physical injuries which
often result from the use of physical punishments like caning; these violent disciplinary
methods also impact students’ academic achievement and long-term well-being. She explains
that there is significant evidence that corporal punishment as a motivational strategy is
detrimental to a productive learning environment.
Many children who have been subjected to hitting, paddling or other harsh disciplinary
practices have reported subsequent problems with depression, fear and anger. These students
frequently withdraw from school activities and disengage academically. The SAM (2012) has
found out that victims of corporal punishment often develop deteriorating peer relationships,
difficulty with concentration, lowered school achievement, antisocial behavior and intense
dislike of authority, somatic complaints, a tendency for school avoidance and school drop-out,
and other evidence of negative high-risk adolescent behavior (McCarthy 2010). Thus the end
result of corporal punishment as a motivational strategy is always negative. Students who
have been subjected to corporal punishment have learned through their experiences that
physical violence is an appropriate way to handle conflict. Thus it has adverse effect on
students’ self-image, school achievement and may contribute to disruptive and violent
behavior (A A P 2000). Additionally, Bartman (2002) explains the effects of corporal
punishment on students as quoted below. “For some children, violence is a regular part of
their school day. Teachers use caning, slapping, and whipping to maintain classroom
discipline and to punish children for poor academic performance. Such children are at risk of
45
being physically hurt and or psychologically damaged by the use of physical punishment”
(Bartman 2002:13). The current study backs Bartman (2002) idea by affirming that caning is a
negative classroom motivational strategy which has negative influence on learners’ academic
performance.
2.8 Learners’ Response to Negative Classroom Motivational Strategies.
Schunk and Meece (2009) assert that students’ perceptions and responses are the thoughts,
beliefs and feelings about persons, situations and events. Therefore, if they perceive that the
classroom environment is not conducive to them, they get demotivated and may leave the
teaching and learning environment in search of places that can give them comfort.
Beck (2005) emphasizes that human beings act to maximize pleasure and minimize
discomfort. NCACPS 2001) corroborates with Beck (2005) idea by pointing out that students
who are accustomed to spanking and slapping end up deteriorating in their studies and in the
long run leave school with the hope of finding pleasure outside the school environment.
According to Curwin and Mendler (2005) schools which implement corporal punishment
have high levels of indiscipline and subsequent decline of academic achievement.
Muhumulira (2014) adds that the end result of corporal punishment is truancy, committing
suicide, demotivation and eventually poor academic performance among others. He argues
that both parents and teachers ought to choose positive motivational strategies as means of
instilling discipline in students and to motivating them to learn.
Graffin, Robison and Carpenter (2000), Gershoff (2002) and Owen (2005) agree that corporal
punishment such as caning, slapping and pinching have terrible effects on learners. Learners
respond to these by developing negative behaviors such as truancy, feeling of helplessness
and aggression among others and in the end this results in poor academic performance or even
46
withdrawal from school. According to AAP (2000) students may respond to negative
motivational strategies by forming a negative self image which may result in lack of
engagement in classroom activities because they perceive that the teacher will not affirm their
effort. Thus teachers who label students as lazy or other terms contribute greatly to their
academic failure. Moreover, Swanson (2015) maintains that the teachers who interact
positively with the students, promote discipline and academic performance than those who
instill pain in them thereby enhancing indiscipline and decline of their academic performance.
The Daily Nation (23/5/2016) reports that majority of school drop outs are caused by the
frequent use of can as a motivational strategy. The consequence of using the can is
demotivation and consequently school avoidance behaviour which is detrimental to academic
performance. This is in support to Murwana (2012) who posits that students respond to caning
by cultivating negative attitudes towards the subject teacher, the subject and at the long run
they drop out of school. This affects not only their academic performance but their entire life.
Mudemb (2013) conducted a research on causes of dropout among boys and girls from
secondary schools in Ugenya District, Siaya County, Kenya. The researcher found out that the
enrolment rate preponderantly reduces for every subsequent class, (Form 1 to 4) for the period
2003 to 2012. This implies that, some students could have dropped out from secondary school
in Ugenya within this period triggered by implementation of negative classroom motivational
strategies such as caning. These findings are in line with the current research which holds that
caning has negative influence to students’ academic performance hence it should be replaced
with positive classroom motivational strategies like rewards and appraisals among others.
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2.9 Two-Factor Theory in Connection to Two Major Types of Motivations
The current research work is leaned on the two factor theory of Fredrick Herzberg of 1957.
According to Okumbe (2007) this theory emerged as a result of a high turnover of workers in
the industries due to lack of motivation. In connection to this theory, when students get
demotivated due to the implementation of negative classroom motivational strategies they
achieve poor academic performance. On the contrary when students are positively motivated
due to the use of positive classroom motivational strategies, they put more effort in their
studies and consequently achieve high academic performance. Ryan and Deci (2000) point
out that to be motivated means to be compelled to put more effort in the studies in order to
achieve high academic performance. Therefore, the researcher has chosen this theory in order
to determine the influence of both the positive and the negative classroom motivational
strategies on the learners’ academic performance. The researcher has discovered that the
implementation of the positive classroom motivational strategies influence the learners
positively by motivating them and enhancing their academic performance. Conversely, the
implementation of negative classroom motivational strategies demotivates the learners and
result in poor academic performance.
Regarding the classroom motivational strategies, Dornyei and Ushioda (2013) concur with
Ryan & Deci (2000) by explaining that there are two major types of motivations that move a
person to make certain choices, to engage in action or to expend effort and persist in action.
When the two major motivations miss, the end result is demotivation (Bridgeland, Dilulio and
Morison, 2006). In the teaching and learning process, the teachers have the duty to implement
the positive classroom motivational strategies in order to cultivate both intrinsic and extrinsic
motivation in the learners.
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2.9.1 Extrinsic motivation
According to Morris and Maisto (2005) extrinsic motivation refers to rewards that are
obtained not from the activity but as a consequence of the activity and it is one of the most
important motivations. They exhort the teachers to use extrinsic motivation to stimulate
learning in order to boost the learners’ academic performance. Armstrong (2012) posits that
the extrinsic motivation develop in students when positive classroom motivational strategies
like rewards, appraisals, teacher-student interaction and learner-centered methods of teaching
are implemented. The implementation of positive classroom motivational strategies heightens
the academic performance of the learners. Extrinsic motivation also can be enforced through
the use of negative classroom motivational strategies like caning, labeling and shouting at
students but this result in poor academic performance as discovered in this study hence they
should be shunned.
Armstrong (2012) however disagree with Morris and Maisto’s (2005) idea that extrinsic
motivation is the most powerful motivation by arguing that extrinsic motivators can have an
immediate and powerful effect but cannot necessarily last long. The current study holds that
extrinsic motivation is the foundation of intrinsic motivation. The researcher has found out
that when students are motivated by use of rewards, appraisals, teacher-student interactions
and learner-centered methods of teaching, they nurture a high performance culture in them.
This develops into intrinsic motivation to the point that even when the rewards are withdrawn
they continue to work hard and eventually achieve high academic performance.
2.9.2 Intrinsic Motivation
Morris and Maisto (2005) explain that intrinsic motivation refers to the inner rewards
provided by an activity itself. The motivation arises from internal factors such as students’
natural feeling of curiosity, confidence and satisfaction when performing a task. Armstrong
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(2012) concurs with Morris and Maisto (2005) by arguing that intrinsic motivation is a
motivation that can arise from self-generated factors which influence people’s behavior hence
it is not created by external incentives. Armstrong (2012) adds that the students who are
involved in a task because of intrinsic motivation appear to be engaged and enthusiastic
because they are motivated by the activity itself and not its end result. Therefore, intrinsic
motivation is based on the needs to be competent and self-determining. This study has
discovered that apart from the natural feeling of fulfillment after achieving one’s goals,
external rewards like praises, stickers and certificates can trigger intrinsic motivation after
scoring high marks.
Daily Nation Newspaper (25/1/2016) reported that though the private schools have limited
resources, low salary and minimal or no motivation to workers, good results are always
realized. This shows that the teachers use classroom motivational strategies that enhance
students’ intrinsic motivation like appraisals, teacher-student interactions and learner-centered
methods of teaching which attain high academic performance.
According to the Wanzala (2016) early marriage and poverty did not blight the girl’s dreams
to study. Majority of the girls were forced into marriage as early as sixteen years and their
desire to learn never faded. According to this Newspaper, the Equity Bank has given
scholarships to two thousand students this year so that their dreams to study and achieve high
academic performance can come true. The action of the Equity Bank to pay school fee for the
school dropouts has triggered their intrinsic motivation to learn and achieve high academic
performance.
Rakiro (2016) emphasizes that the teachers must clearly understand intrinsic motivation in
order to work with students' motivational systems rather than impose motivation from the
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outside because intrinsic motivation energizes people for a long duration of time than does the
extrinsic motivation. The current research however counteracts Rakiros’ (2016) idea by
pointing out that intrinsic motivation can be nurtured by igniting extrinsic motivation. For
instance, teachers-student interaction during teaching and learning process motivates the
students to get accustomed to learning on their own thus achieving high academic
performance. This study therefore concludes that the implementation of the positive
classroom motivational strategies induce both extrinsic and ultimately intrinsic motivation in
students which results in high academic performance. Consequently, the implementation of
negative classroom motivational strategies demotivates the learners by creating in them fear
and lack of confidence which result in poor academic performance.
2.10 Summary of Literature Review.
This study focused on the influence of classroom motivational strategies on the learners’
academic performance. Various empirical studies were reviewed in order to have a better
understanding of the influence of classroom motivational strategies on learners’ academic
performance. The study discovered that both positive and negative motivational strategies
implemented in the classroom during teaching and learning process have immense influence
on the learners’ academic performance. The positive classroom motivational strategies
discussed include; teacher-student interactions, rewards to students, appraisals to students and
leaner- centered method of teaching. The study has revealed that the implementation of the
positive classroom motivational strategies has enormous influence on learners’ academic
performance. It also holds that they trigger both extrinsic and intrinsic motivational levels of
the learners. For instance, they enhance the development of positive self image, assertiveness
and eventually boost learners’ academic performance. Conversely, the negative classroom
51
motivational strategies which have been highlighted include; caning of students, labeling of
students and shouting at students.
The research has discovered that the implementation of these strategies has vast negative
influence on students’ motivation and academic performance. These include low self esteem,
demotivation and decline in academic performance and even dropping out of school. From the
review literature, many studies have been conducted regarding motivational strategies for
both teachers and students in school setting. None of the reviewed literature however has dealt
specifically with the influence of classroom motivational strategies on learners’ academic
performance. Therefore, the current study was determined to bridge this gap.
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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter will deal with the description of all the methods the researcher will use in
carrying out the research study. It is organized under the following sections: research design,
area of the study, the target population, description of sample size and samplings procedures,
data collection techniques, validity of the instruments, reliability, data collection procedures,
data analysis techniques, ethical considerations and conclusion.
3.2 Research Design
Research design according to Leedy and Omrod (2001) is a set of plans which a researcher
develops to provide criteria and specifications for a study or a research. Therefore, research
design acts as a guide to the researcher on selection of sample, administration of the
instruments and data analysis. Punch (2009) adds that research design can be regarded as all
issues involved in planning and executing a research project from identifying the problem
through reporting and publishing the results. Kothari (2004) explains that a research design
facilitates the smooth sailing of the various research operations making research as efficient as
possible yielding maximum information with minimal expenditure of money, time and effort.
This study will employ the descriptive survey design which is a way of collecting information
through the administration of questionnaires to a sample of individuals. The researcher will
summarize the findings gathered through descriptive survey in a way that will provide
descriptive information.
3.3 Area of Study
The study was conducted in Buuri Location which is part of the 133 Locations of Meru
County. According to Meru County Development Profile (2013) Meru County is one of the 47
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counties in Kenya established in 2013 has a population of 1,443,555 and Buuri location is
located in its Northern part bordering Isiolo with a population of 10,004. It is part of the lower
midlands receiving about 300mm of rains per annum meaning that it is arid. It is comprised of
three sub locations; Maburwa, Lanyiru and Lailuba. The Location has five secondary schools
of which four are Day secondary schools and one is a boarding secondary school. The study
was carried out in one boarding secondary school and one Day Core-Educational secondary
school within the Location.
3.4 Target Population
According to Kombo and Tromp (2011) a population is a group of individuals, objects or
items from which samples are taken for measurement. Kisilu (2007) describes a target
population as group about which a researcher aims to make assumptions. The secondary
schools sampled out were Maburwa Mixed Day School and Rumanthi Girls Secondary
School. Maburwa Day Mixed Secondary school has a population of 145 students and 13
teachers while Rumanthi Boarding Girls Secondary School has 325 students and 18 teachers.
The target population of this study was teachers and form three and four students of these
secondary schools. The researcher assumed that the form three and four students had two to
three years experience in school therefore they had knowledge of both positive and negative
classroom motivational strategies implemented by their teachers in the teaching and learning
process. In this light these students were considered to be the best respondents to the
questionnaire items. Teachers too had been in the teaching and learning process for some
time and so they were considered to have sufficient knowledge on the classroom motivational
strategies that they implemented in the schools.
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3.4 Description of the Sample Size and Sampling Procedures
A sample is a part of the statistical population whose properties are studied in order to obtain
information about a whole (Kothari 2007). Mugenda and Mugenda (1999) define sampling as
a process of selecting a number of individuals for the study whereby individuals selected
represent the whole population. Kombo and Tromp (2006) posit that sampling procedures are
techniques that the researcher uses to gather people, places or things to study. Singh and Nath
(2007) note that it is impossible to research with the whole population due to limitations in
cost, time and other factors which make it difficult for the researcher to get the information
from the whole population. Kombo and Tromp (2011) further emphasize that the sample size
should not be excessively large or too small. Thus in this study, the researcher used the
appropriate sample of 73 respondents which comprised of 63 students and 10 teachers as
representatives of the entire population. The researcher summarized her findings that clearly
showed that the classroom motivational strategies have a great influence on the academic
performance of the learners.
3.5.1 Sampling Students
Systematic sampling process will be used to select the students. According to Mugenda and
Mugenda (1999) systematic sampling is selecting the Kth case in the population to use as a
sample. Following this method the researcher selected the 63 students by dividing them into
classes where in each class 30% of the students were sampled out to represent the population.
The sampled students in Rumanthi Girls Secondary School form four were 23 and those in
form three were 15. In Maburwa Mixed Day Secondary School the form four students were
16 while the form threes were 9 as indicated below:
Mixed Day School A
Form 3 33 × 65= 23 students Form 4 33 × 45= 15 students100 100
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Girls Secondary School B
Form 4 33 × 27= 9 students Form 4 33 × 48= 16 students100 100
Table 1: Students Sample Size
Students per class Total number Sample %
Form III 72 24 38
Form IV 117 39 62
Total 189 63 100
The students were given numbers 1-3, whereby those who picked number three in each class
were considered as the sample to represent the whole class.
3.1.2 Sampling of Teachers
The teacher respondents were sampled out by use of convenience sampling method. Kombo
and Tromp (2006) defined convenience sampling also known as accidental method as a
method which is based on the people who are a captive audience. This implies the use of
people who are readily available and willing to give information concerning the research. The
researcher distributed the questionnaires to teachers who were willing to cooperate and give
their time. This is because the time frame was short and some teachers were committed in
different activities like marking of the exams thus they could not avail themselves. The
teachers sample size is indicated below:
Girls Secondary School A 33 × 18= 6 teachers100
Mixed Day Secondary School B 33 × 13= 4 teachers100
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Table 2: Teachers Sample Size
Teachers Total population Sample %
Teachers 31 10 100
Total 31 10 100
From table 2 above, six teachers were sampled out from Rumanthi Girls Secondary School
while four teachers were sampled out from Maburwa Day Mixed Secondary School. This
sample size was considered as a representative of the population of the teachers in the targeted
schools.
3.5 Data Collection Instruments
In reference to Kombo and Tromp (2006), data collection is the process of gathering
information to solve or prove some facts. A research instrument is a tool of collecting data of
information from the sample in order to solve a problem (Nsubuga 2000). Data collection
instruments therefore are materials used to collect data. These include: Questionnaires,
interview schedules and observational forms, focus groups and standardized tests (Kombo and
Tromp, 2006). A questionnaire is a set of questions to be answered by the target population
(Kothari 2007). Reddy (2007) postulate that questionnaires are the ideal instruments of
research because they provide permanent records of the participants’ responses. Birmingham
and Wilkinson (2003) corroborates with Reddy (2007) by affirming that the questionnaire is
the favored tool of many of those engaged in research and it can often provide a cheap and
effective way of collecting data in a structured and manageable form.
This study employed the questionnaires in order to realize the enumerated objectives of the
study. The questionnaires included open and closed questions to address the research
objectives. According to Business Dictionary (2014) open ended questions are unstructured
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questions in which possible answers are not suggested and the respondents are allowed to
answer them in their own words. Birmingham and Wilkinson (2003) explain that open ended
questions allow for the recording of any response to a question provided by the respondent.
Their answers however, are in no way predetermined hence the analysis becomes difficult
though the respondents opinion in regard to the questions are exhausted.
Birmingham and Wilkinson (2003) continue to highlight that closed headed questions are
question formats that limit respondents with a list of answer choices from which they must
choose to answer the question. According to Kombo and Tromp (2006) close ended questions
deal with facts, while the open ended will give the researcher detailed information of the
influence of classroom motivational strategies on learners’ academic performance. The
questionnaire was subdivided into different sections: Section A dealt with demographic
information, section B the classroom motivational strategies implemented in schools in Buuri
location, section C the extent to which classroom motivational strategies influence the
learners academic performance, section D the manner in which classroom motivational
strategies are implemented in schools within Buuri location and section E the learners attitude
towards the classroom motivational strategies.
3.6 Validity of Research Instruments
According to Fraenkel and Wallen (2000) validity is the extent to which a research instrument
measures what is intended to measure. They further explain that validity deals with the
accuracy of a test or a research instrument. To be sure of the validity of the research
instruments, the researcher availed them to the supervisor in order to provide the feedback of
the validity of the instruments.
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3.7 Reliability
Reliability is the extent to which a research instrument yields measures that are consistent
each time it is administered to the same individuals or yields consistent results after repeated
trials (Ogula 1995). To make sure that the questionnaires were reliable, the researcher piloted
them in one secondary school to test whether they were able to effectively collect the required
data. Any errors identified were corrected before commencement of the actual data collection
exercise. Mugenda and Mugenda (2003) assert that pilot testing of questionnaires assists in
identifying deviance, finding out how long the questionnaires take to complete, suitable data
analysis methods for the study and other comments. The pretest was conducted using
Cronbach’s Alpha a coefficient of reliability. The data gathered from the pilot study was then
subjected to Cronbach Alpha a coefficient of reliability that gives an unbiased estimate of data
generalizability. According to Zinbarg (2005) Cronbach’s Alpha is a coefficient of reliability
that gives an unbiased estimate of data generalizability. An Alpha coefficient higher than 0.6
indicates that the gathered data has already high internal consistency and could be generalized
to reflect options of all respondents in the target population.
3.8 Data Collection Procedures
Kombo and Tromp (2006) have defined data collection as the process of gathering
information to prove some facts. To accomplish this, the researcher obtained a letter from
Marist International University College academic office to authorize the gathering of the
information. The researcher then made arrangements with the authorities of the targeted
schools to find out the convenient time for data collection to take place. The researcher
delivered the questionnaires manually to the respondents with the help of the principals and
teachers on duty.
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3.9 Data Analysis
Data analysis entails separation of data into constituent parts or elements and examination of
the data to distinguish its component parts or elements separately and in relation to the whole
(Oso and Onen 2011). Ntongai (2014) add that data analysis is the process of inspecting,
transforming and modeling data using research methods with an aim of underlying useful
information and suggesting conclusions. The researcher strived to analyze the data using
Statistical Package for Social Sciences (SPSS) and then summarized it using percentages,
frequencies and distribution tables. Data was presented by the use of pie charts, frequency
tables and distribution tables that enhanced the arrival at a descriptive meaningful analysis of
the results.
3.10 Ethical Considerations
Ethics is a branch of philosophy which deals with ones conduct and serves as a guide to one’s
behaviour (Mugenda and Mugenda, 2003). The study was guided by research ethics in that
the researcher inquired from the respondents the information that concerned the study only.
The researcher also ensured that the aim of the research was as clear as possible to the
respondents. To observe ethics, the researcher sought permission from respective authorities.
Consent was obtained from the respondents by giving them the recommendation letter to
carry out research from Marist International University College. The researcher also attained
approval from the head teachers of the sampled schools to conduct the study in the schools
targeting their teachers and students. The respondents were assured that all the information
that they gave would be treated with confidentiality. The recorded data necessary for reports
was given anonymity. The researcher strived to achieve honesty and as well practiced
integrity.
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The researcher honestly reported the data, results, methods, procedures, and publications that
were used in order to avoid biasness in data analysis and interpretation. The researcher also
practiced integrity by acting with sincerity, striving for consistency of thought and action. In
addition, the researcher strived to avoid careless errors and negligence by being critical in
examination of findings so as to keep good records of research activities such as data
collection and research design. All authors cited in this work will be acknowledged to avoid
plagiarism.
3.11 Conclusion
The research methodology was useful in providing a road map for the study. Most of the
proposed methods and activities outlined in this chapter were achieved albeit with minor
modifications where applicable.
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CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS
4.1 Introduction
This chapter presents the findings and analysis of the data obtained from the questionnaires
administered to both students and teachers. The research was geared at finding out the
influence of classroom motivational strategies on learners’ academic performance: A case of
Buuri Location in Meru County. The information given by the respondents was analyzed and
presented in this chapter. According to Nzesa (2010) data analysis is very important because it
helps in classification and organization of data thus giving it a scientific outlook. The
presentation was done under the following five subheadings; participants’ demographic
information, types of classroom motivational strategies implemented in schools, extent to
which classroom motivational strategies influence the learners academic performance, manner
in which classroom motivational strategies are implemented in schools and the learners
attitude towards the classroom motivational strategies. The statistical description methods
were utilized in analyzing the findings which were later presented using tables, pie charts and
graphs.
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4.2 Questionnaire Return Rate
Table 4: Questionnaire return rate for the students and teachers
Sample Questionnaires
Administered
% Questionnaires Returned
%
Form 3 24 100 24 100
Form 4 39 100 39 100
Teachers 10 100 10 100
Total 73 100 73 100
(Source: Field Study, 2016)
The number of questionnaires distributed to both students and teachers of the two sampled
schools was 73 and the same number was returned making a response rate of 100%. The
sample included 24 form three students, 39 form four students and10 teachers. This shows
that all the questionnaires were returned hence the targeted number of responses required by
the researcher in order to represent the population was obtained.
4.3 Demographic Information
The researcher obtained the background information of the respondents who participated in
the study and this comprised of various characteristics. The information was elicited and the
summary of the findings presented below. The study used the questionnaires to obtain the
demographic information of the respondents. The information was vital to the study because it
helped the researcher to understand the logic of the respondents’ background factors laying
foundation for basing the study’s interpretations.
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4.3.1 Students Demographic Information
The researcher gathered the information about classroom motivational strategies from both
male and female students in form three and forms four with different age range and the
percentage of the respondents is illustrated in the figures below.
Male27%
Female73%
Gender
Figure 2: Student’s Gender Information
(Source: Field Study, 2016)
Figure 2 above shows that the male students were only 27% while the female students were
73%. This resulted from the fact that one school was a girls’ secondary school while the other
one was co-educational school with fewer boys than girls. The difference in percentage
however was not considered to have any negative effect on the objectives of the study. The
reason for this is that whether male or female, the students’ academic performance is greatly
influenced by classroom motivational strategies implemented by the teachers.
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Students’ Age Range
10-15 years 15-20 years 20 years and above
0
20
40
60
80
Figure 3: Students’ Age Range
(Source: Field Study 2016)
The students’ age range ranked between ten to twenty years and above. From the figure 3
above, 15 students ranged between 10-15 years, 46 students between 15-20 years while only 2
students were aged 20 years and above. Age is a very important factor to be considered when
assessing the influence of classroom motivational strategies on learners’ academic
performance. Considering that majority of the students according to the table above are
teenagers, the teachers who are the classrooms strategists are to be very careful in the choice
of motivational strategies they implement. Ogutu (2009) asserts that it is in this stage that
majority of the students become overly sensitive to any good or bad remark uttered by
teachers, parents or other peers. Therefore, the implementation of positive classroom
motivational strategies is the best way of boosting learners’ academic performance especially
in this stage.
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Table 3: Students’ Year of Study
Class Frequency Percentage
Form 3 24 38.1
Form Four 39 61.9
Total 63 100
(Source: Field Study 2016)
In regard to the year of study, the form three students were 38.1% while the, form four
students were 61.9% as illustrated in the table 4 above. This resulted from the fact that in both
schools those in form four were more than the ones in form three. The researcher chose to get
the information from the two classes presupposing that they could give reliable information
concerning the classroom motivational strategies implemented by their teachers due to their
experience in school.
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4.3 Teachers’ Demographic Information
The demographic information for the teachers comprised of gender, age range, qualification
and teaching experience. The researcher used convenient sampling technique to sample out
the ten teachers from the two sampled schools as presented below.
Male50%
Female50%
Gender
Figure 4 : Teachers’ Gender Information
(Source: Field Study, 2016)
Figure 4 above indicates that there was equal number of both male and female respondents
meaning that gender equality was observed. This was important to the researcher because it
helped to obtain vital information concerning the influence of classroom motivational
strategies from both genders.
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Teachers’ Age Range
20-30 Years 31-40
0
20
40
60
80
100
Age Range
Figure 5: Teachers’ Age Range
(Source: Field Study, 2016)
Teachers’ age was also considered to be an important factor because as Were (2003) points
out, it has an influence on learners’ academic performance. He explains that teachers’ age
determines their quality of interaction with the learners, the level of one’s creativity and the
readiness to invent new methods of teaching. Hence, the information on teachers age range
indicates that majority of the teachers were young enough to understand the needs of the
students and to implement different classroom motivational strategies in order to boost their
academic performance
Table 4: Teachers’ Qualifications and Teaching Experience
Characteristics Description Frequency Percentage
Qualification Degree 10 100
Teaching
Experience
1-5 Years
5-10 Years
9
1
90.0
10.0
(Source: Field Study, 2016)
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According to 5 above, the entire teacher respondents had a degree qualification which
signified that they had acquired skills needed in teaching and learning process thus their
responses were considered valuable because of their knowledge in the field of teaching.
Regarding the teaching experience, 90% of the teachers had a teaching experience of 1-5
years while 10% had 5-10 years. This shows that majority of the teachers were just beginning
to practice their career thus full of enthusiasm to know and implement the positive classroom
motivational strategies in order to heighten their learners academic performance.
4.4 Types of Classroom Motivational Strategies Implemented in the Classroom
This statement aimed at finding out the types of classroom motivational strategies
implemented in the classroom in order to determining the kind of influence that they had on
learners’ academic performance.
4.4.1 Do teachers Use the Following Positive Motivational Strategies in the Classrooms?
This question was posed to the students in order to determine whether their teachers used
positive motivational strategies in the classroom to motivate and to boost their academic
performance.
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Table 5: Students’ Response on their Teachers’ Use of Positive Classroom Motivational
Strategies in the Classroom
Response Rewards Appraisals Interactions Learner-centered
F % F % F % F %
Yes 42 66.7 29 46 63 100 57 90.5
No 21 33.3 34 54 0 0 6 9.5
Total 63 100 63 100 63 100 63 100
(Source: Field Study, 2016)
It is observed from table 6 above that 66.7% student respondents agreed that their teachers
implement rewards as positive motivational strategies in their classrooms. On the contrary,
33.3% of the respondents pointed out that their teachers never used rewards to motivate them.
This information is in line with the results of the study done by Musungu, Kasandi and
Wachoma (2008) in Vihiga County which revealed that in all the seven (100%) schools which
performed high academically, rewards were highly implemented. In the current research,
33.3% of learners were not rewarded in the classroom after achieving high marks and this
demotivated them resulting to poor academic performance. Rewards are therefore vital
classroom motivation strategies that teachers in Buuri Location are to implement in order to
boosts learners academic performance.
Additionally, 54% of the student respondents reported that their teachers did not use
appraisals as a classroom motivational strategy while 46% agreed that their teachers use
appraisals. This indicates that majority of the teachers in Buuri Location did not implement
appraisals as classroom motivational strategies. Shiundu and Omulandu (1992) explain that
appraisal as a process, is an aid to determine whether there has been a change in students’
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behaviour and academic performance or not. Following this explanation, this study concludes
that teachers in Buuri Location need to implement appraisals as classroom motivational
strategies. This will help them find out whether the content delivered is understood by
learners or there would be need of further explanations or demonstrations in order to boost
their academic performance.
Concerning the interactions as classroom motivational strategies, all the student respondents
agreed that their teachers implement this classroom motivational strategy. This shows that
their teachers have good social skills which could also be attributed to their age as 90% were
between 20-30 years. The age gap is not very wide therefore, they are able to create a good
rapport with the students which is a very essential classroom motivational strategy for
boosting learners’ academic performance. This response is in agreement with Hashash (2010)
who posits that supportive student-teacher relationships have a positive influence on student
achievement and on their attitude toward their school.
About 90.5% of the learners agreed that their teachers use learner-centered methods of
teaching in the classroom while 9.5% objected. Majority of the students agreed that their
teachers implement student-centered methods of teaching as classroom motivational strategy.
Brophy (1981) asserts that the use of learner-centered methods of teaching enhances not only
deeper understanding of the content being delivered, but also heightens motivation and
enthusiasm of students in teaching and learning process. His findings are therefore in line with
the findings of the current study.
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4.4.2 The Number of Times Teachers Use Positive Classroom Motivational Strategies in
the Classrooms
This was to investigate the number of times in which the teachers used the positive classroom
motivational strategies in the classroom in order to motivate the learners and raise their
academic performance.
Table 6: The Number of Times Teachers Use Positive Classroom Motivational Strategies
Response Rewards Appraisals Interactions Learner centered
F % F % F % F %
Always 1 10 5 50 10 100 9 90
Sometimes 8 80 5 50 0 0 1 10
Never 1 10 0 0 0 0 0 0
Total 10 100 10 100 10 100 10 100
(Source: Field Study, 2016)
From table 7, 10% of teacher respondents agree that they always use rewards as a classroom
motivational strategy, 80% use them sometimes while 10% never use them. This shows that
there are just very few teachers who are consistent in giving rewards to their students in order
to motivate them. Majority do it sometimes while others never reward their students at all.
This study backs Healys’ (2009) idea who explains that students who are rewarded for their
efforts are more excited to learn and participate and this result to high academic performance.
In addition, Condron (2016) exhorts teachers to reward and praise students in Ways Big and
Small because the “harder you fall, the higher you bounce” (American Proverb). So even if
they fail to hit the target, the teachers are to reward them in order to get motivated and to
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bounce high academically. The teachers in Buuri location have to be consistent in rewarding
any effort demonstrated by their students if they expect them to perform high academically.
According to the study, the number of teacher respondents who agreed that they used
appraisals always is 50% which is equal to those who agreed that they used them sometimes.
Ritho (2015) postulates that appraisals are a positive motivational strategy that enhances
students’ academic performance. Regular appraisals would challenge the students to put more
effort in their studies and to be prepared for the main exams. Hence the percentage of teachers
in Buuri Location using appraisals has to increase to 100% if students have to achieve high
academic performance.
Considering learner-centered method of teaching, 90% of the teachers agreed that they always
used this strategy as a classroom motivational strategy. In the same way, 10% agreed that they
use it sometimes. The findings of this study back Bass (1990) who posits that the use of
learner-centered methods of teaching in the classroom raises learners’ motivational level thus
elevating their academic performance.
4.5 Caning of Students as a Negative Classroom Motivational Strategy
This question was intended at finding out the number of times caning as a negative classroom
motivational strategy is implemented by the teachers in the classroom in order to determine its
influence on learners academic performance.
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4.5.1 Number of Times Teachers Use Caning as a Classroom Motivational Strategy in
the Classroom
Students were asked to indicate how often there teachers used caning as a motivational
strategy and their responses are reflected in the figure below.
Always62%
Some-times36%
Never2%
Student Caning
Figure 6: The Teachers’ Use of Caning as a Motivational Strategy
(Source: Field Study, 2016)
According to the figure 6 above, 62% of the student respondents agreed that their teachers
used caning always in the classrooms. About 36% responded that caning is used sometimes
while 2% responded that it is never used. Corporal punishment such as caning, slapping and
pinching are still very common in school. Many teachers still believe that caning the students
is the only way to motivate them to learn and to maintain discipline. The researcher has
discovered that the more students are canned, the more they get demotivated and eventually
they deteriorate academically.
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The current findings are in line with Mwathwana, Chegge, Gathumbi and Gongera (2015)
who discovered in their study that caning demotivates learners and lowers their academic
performance.
4.5.2 Shouting at Students as a Motivational Strategy
Students were asked about the number times teachers shout at their in the classroom and they
responded as indicated in the figure below.
Always3%
Sometimes60%
Never37%
Shouting at students
Figure 7: The Number of Times Teachers Shout at the Students in the Classroom
(Source: Field Study, 2016)
An analysis on the number of times the teachers used shouting as classroom motivational
strategy revealed that 3% used it always, 60% sometimes while 37% never used it as shown in
the figure 7 above. These results clearly indicate that majority of the teachers in Buuri
Location shout at students during the teaching and learning process. The researcher concludes
that shouting at students is a negative classroom motivational strategy which contributes to
demotivation and eventually to learners poor academic performance. This is in agreement
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with Fuglei (2015) who indicated that shouting at students contributes greatly to poor
academic performance and misbehavior in schools.
4.5.3 Labeling of Students as a Motivational Strategy
Students were asked about the number of times their teachers labeled them in the classroom
and they responded as illustrated in the figure below.
Always5%
Sometimes48%
Never48%
Student Labeling
Figure 7: Students Labeling
(Source: Field Study, 2016)
The student respondents were asked to indicate the number of times their teachers used
labeling in the classroom as a motivational strategy. According to figure 8 above, 9% agreed
that labeling is always used by their teachers, 88% of teachers used it sometimes and 3%
never used it. The results show that majority of the teachers used labeling as a motivational
strategy in the classrooms and only a few (3%) who never used it. Crossman (2014)
researched on the effects of labeling to the students and found out that they accept the labels
attached to them and act according to the teachers’ expectation thus lowering their self esteem
and academic performance. Labeling of students therefore is a demotivational strategy which
contributes to learners’ poor academic performance. Shirking from this demotivational
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strategy and implementing positive motivational strategies like interactions will boost
learners’ academic performance in Buuri Location.
4.6 Teachers Use of Negative Classroom Motivational Strategies
Teachers were asked about the number of times they used caning of students, shouting at
them and labeling them as classroom motivational strategies and their responses are illustrated
in the figure below.
Some-times Never
01020304050607080
CaningShouting
Labeling
CaningShoutingLabeling
Figure 8: Number of Times Teachers Use Negative Classroom Motivational Strategies
(Source: Field Study, 2016)
Figure 9 shows teacher respondents response on the number of times they used the negative
classroom motivational strategies in the classroom. The result of their responses indicated that
80% of them implemented caning in the classroom sometimes while 20% never cane their
students. These findings are in agreement with Mugagga (2010) who discovered that majority
of the teachers used caning intending to motivate their students to learn. He explains that
caning does more harm to the students because they get demotivated, decline in academic
performance and eventually run away from school. Buuri Location teachers have to
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implement positive classroom motivational strategies like rewarding the learners’ academic
progress and not to cane them because it enhances poor academic performance.
Analysis was done concerning the number of times the teachers use shouting as a classroom
motivational strategy as indicated in figure 4.9 above. About 60% of the respondents agreed
that they shouted at the students sometimes while 40% objected. This shows that majority of
the teachers in Buuri Location use shouting as a classroom motivational strategy. According
to Linsin (2011) shouting does not motivate the students to learn. Shouting demotivates
students who feel not valued thus they put no interest in their studies and eventually fail to
achieve high academic performance. Therefore shouting should be spurned and positive
motivational strategies like learner-centered methods of teaching put into use in order to boost
the academic performance of learners in Buuri location.
The study also found out that 20% of the teacher respondents used labeling as classroom
motivational strategy sometimes while 80% never used it. This signifies that majority of the
teachers understand the vast negative results of labeling. The results however contradicts the
student respondents who claimed that 9% of the teachers used labeling always in the
classroom, 88% sometimes and only 3% that never used labeling in the classroom. Student
labeling is a negative classroom motivational strategy which has vast negative influence on
learners not only in academic performance but even in their future life in the society thus it
should be banned.
4.7 Extent to which Classroom Motivational Strategies Influence the Learners’
Academic Performance
The students were asked about the extent to which the classroom motivational strategies
influence their academic performance.
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Table 7: The Extent to which Classroom Motivational Strategies Influence Learners’
Academic Performance
Statements Responses (%)
SA A U D SD
I am motivated by frequent tests or exams 82.
5
9.5 0 7.9 0
I am always ready to answer and ask questions 79.
4
15.9 4.8 0 0
I respond positively to the classroom control methods 71.
4
22.2 3.2 1.6 1.6
Recognition and promotion boost my academic
performance
63.
5
27 0 1.6 7.9
Incentives such as gifts, extra recess time, stickers and
certificates enhance my academic performance
63.
5
14.3 0 9.5 12.7
I like participating in group discussions and
dramatization during the lessons
66.
7
17.5 0 7.9 7.9
Our teacher gives us enough time to ask and answer
questions
63.
5
28.6 3.2 0 4.8
I should be punished every time I make mistakes 38.
1
25.4 0 11.
1
25.4
I like teachers who call me by name and not by labels or
labeling
71.
4
6.3 3.2 3.2 15.9
(Source: Field Study, 2016)
From table 8 above, 82.5% student respondents strongly agreed that they are motivated by
frequent tests and exams, 9.5% agreed while 7.9% disagreed with the statement. From the
above responses it can be deduced that students are motivate by frequent e tests and exams.
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This is in agreement with Cox (2014) who emphasizes that frequent tests motivates the
students to study hand and ultimately to achieve high academic performance. Concerning the
readiness of the students to answer and ask questions, 79.4% of the students strongly agreed
with the statement, 15.9% agreed and 4.8% disagreed. This shows that students are motivated
and are always ready to ask and answer questions in the classroom. Hence teachers should
ensure that they plan their time in such a way that they give students time to ask and answer
questions in order to motivate them.
On classroom control methods, 71.4% of the students strongly agreed that they respond
positively to the classroom control methods. 22.2% agreed, 3.2% were undecided, 1.6%
disagreed and another 1.6% strongly disagreed. These responses indicates that majority if the
students respond positively to class control methods. This is in line with Cowley (2001) who
points out that students are willing to respond to classroom control methods especially when
teachers are patient with them. Teachers therefore should be patient with students as they take
them though the classroom control methods and this will motivate them to learn and to pass
their exams.
Regarding whether recognition and motivation boost students’ academic performance, 63.5%
of the students strongly agreed, 27% agreed, 1.6%disagreed and 7.9% strongly disagreed. The
responses are in agreement with Baraza (2015) who postulates that recognition motivates
students to work hard in their studies, improve their behaviour and achieve score high marks
in their exams. The findings regarding incentives such as extra recess time, stickers and
certificates as boosters of academic performance were as follows: 63.5% students strongly
agreed, 14.3% agreed, 9.5% disagreed and 12.7% strongly disagreed. This is in agreement
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with Cowley (2001) who posits that students are highly motivated by incentives and as a
consequence they put more effort in their studies.
About 66% of the students strongly agreed that they enjoy participating in group discussions
and dramatization during the lesson, 17.5% agreed, 7.9% disagreed and another 7.5% strongly
disagreed. The findings show that majority of the students enjoy group discussions and
dramatization during the lesson. This is in contrast to the findings of Njeru (2011) who found
out that 76% of the students were not sure if they enjoyed group discussion. On the question
about adequate time to ask and answer questions, 63.5% of the students strongly agreed,
28.6% agreed, 3.2% were undecided and 4.8% strongly disagreed. Thus as Toler (2012)
accentuates teachers should seek always to give their students enough time to ask and answer
questions so that they can determine whether the content is understand and as well motivate
the students to study hard. Regarding whether students should be punished every time they
make mistakes, 38.1% students strongly agreed, 25.4% agreed, 11.1% disagreed and 25.4%
strongly disagreed. This shows that they are used to punishment in a way that they find it as a
normal thing to be punished always.
Finally 71.4% of the students strongly agreed that they like teachers who call them by name
and not by labels, 6.3% agreed, 3.2% were undecided, 3.2% disagrees and 15.9% strongly
disagreed. According to the findings, majority of the students would be deeply demotivated
by their teachers’ use of labeling. The findings are in agreement with Furrer and Skinner
(2003) who emphasizes that teachers must know their students names and call them by the
same. He explains that labeling demotivates students, lowers their academic performance and
influences them negatively throughout their lives. Thus for students to be highly motivated
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and to heighten their academic performance, they should be referred to by their names and not
by labeling.
4.7.2 Teachers Response on the Extent to which Classroom Motivational Strategies
Influence Learners’ Academic Performance
Teachers were asked about the extent to which classroom motivational strategies influence
their learners’ academic performance and their feedback is shown in the table below.
Table 8: The Extent to which Classroom Motivational Strategies Influence Learners’
Academic Performance
Statements Response (%)
SA A U D SD
Students are motivated by frequent tests or exams 10 70 0 20 0
Students are free to answer and ask questions 40 50 10 0 0
Students respond positively to the classroom control
methods
20 60 0 20 0
Recognition and promotion boost students’ academic
performance
80 20 0 0 0
Incentives such as gifts, extra recess time, stickers and
certificates boost student academic performance 50 50 0 0 0
Students enjoy participating in group discussions and
dramatization during the lessons 30 70 0 0 0
I gives students enough time to ask questions 70 30 0 0 0
Students should be punished every time they make mistakes 20 10 0 40 30
(Source: Field Study, 2016)
Table 9 presents teachers responses on the extent to which classroom motivational strategies
influence learners academic performance. Thus 10% of the teachers strongly agreed that
students are motivated by frequent evaluations, 70% agreed and 20% disagreed with the
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statement. The results are showing a great difference between the students and teachers
responses. Students seemed to be highly motivated by frequent evaluations. This response
concurs with Willingham (2015) who postulated that frequent evaluations motivate the
learners and keep them ready for main exams and accordingly boosting their academic
performance.
About 40% of the teachers strongly agreed that students were free to answer and ask
questions, 50% agreed while 10% disagreed with the statement. The results of this statement
are showing that students were always ready to answer and ask questions in the classroom.
Teachers in Buuri location therefore ought to give the students the time needed to answer and
ask questions as this is a great, positive classroom motivational strategy as demonstrated by
the above results. Teachers’ opinion on the classroom control methods show that 20%
strongly agreed, 60% agreed while 20% disagreed. The great differences in response of
students and teachers reflected in the table above shows that teachers had high expectations
than students on the positive classroom control methods. This is in connection with Condron
(2016) who advices teachers not set higher expectations than what students can reach at
because this would demotivate both teachers and students.
The teachers’ responses regarding whether recognition and motivation boost students’
academic performance were 80% for strongly agree and 20% for agree. Both students and
teachers responses are showing a strong stand on the importance of recognition and promotion
as positive classroom motivational strategies. This backs Slavin (1991) and Ghosn (2014)
who posits that recognition of the learners’ academic progress motivates them to work hard in
order to achieve high academic performance.
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As regards incentives such as extra recess time, stickers and certificates as boosters of
academic performance, 80% of the teachers strongly agreed while 20% agreed with the
statement. The results of this statement are in line with Aacha (2010) who asserts that
certificates, extra recess time and gifts motivate the students to work hard aiming to achieve
high academic performance. Concerning the participation in group discussion and
dramatization during the lessons, 30% of the teachers strongly agreed while 70% agreed. The
response back Cantrel (2004) who exhorts the teachers to encourage group discussions and
dramatization during the lessons in order to motivate students and enhance their academic
performance.
On the issue of adequate time to ask and answer questions, 70% of the teachers strongly
agreed while 30% agreed. The results show a close agreement with those of the students’
responses which signifies the importance of giving learners enough time to ask and answer
questions. Cox (2014) enlisted ten ideas for a successful teacher and among them she
highlighted giving the students time to ask and answer questions. This is a clear evident of
how giving enough time to ask and answer questions can motivate students and boost their
academic performance.
On the statement about students being punished every time they make mistakes, 20% of the
teachers strongly agreed, 10% agreed, 40% disagreed while 30% strongly disagreed. Dubey,
Dubey, and Ndagi (1985) point out that many students are caned for every slight mistake until
they develop resistance to caning. This opinion is backed by the student responses in this
study because 38% of them strongly agree that they should be punished for every mistake
they do. Caning demotivates students and enhances poor academic performance among other
negative effects. In order to counteract the negative influence of caning, the percentage of the
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teacher objecting caning in Buuri Location has to rise from 30% to 100% respondents.
Teachers in Buuri Location therefore have to shun the caning of students and opt to positive
classroom motivational strategies like recognition and interactions in order to boost their
academic performance.
4.8 Manner in which Classroom Motivational Strategies are Implemented in the
Classroom
Students were asked about the manner in which the classroom motivational strategies were
implemented in the classroom by their teachers and they gave the following responses.
Frequently Rarely Not Applicable0
10
20
30
40
50
60
70
80
RewardsAppraisalsInteractionsMethods of teachingCaningLabelingShouting
Figure 9: The Manner in which Classroom Motivational Strategies are Implemented in the Classroom
(Source: Field Study, 2016)
From figure 9 above, 19% of the students agreed that their teachers reward them frequently
however 77.8% indicated that they were rarely rewarded and 3.2% were not rewarded at all.
According to the responses, the students who are rewarded frequently are very few in
comparison to those rarely rewarded. The study emphasizes that the teachers in Buuri
Location should often reward the students because as Ritho (2013) posits, rewards can
motivate and boost learners’ academic performance. Asked the manner in which appraisals
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are implemented, 22.2% of the students agreed that it was frequent, 44.4% rarely and 33% not
applicable. These findings concur with Murwanas’ (2011) findings that found out that
appraisals were rarely implemented in the classroom resulting to negative attitude towards
History and poor academic performance. Thus, teachers should frequently administer
appraisals frequently in order to heighten learners’ academic performance.
Concerning interactions, 66.7% of the learners agreed that it was frequently implemented,
19% responded that it is rarely implemented while 14.3% responded that it was not
applicable. The responses show that majority of the students agreed that interaction as a
positive motivational strategy was frequently implemented by their teachers. The study
exhorts all teachers to use teachers-student interactions so that they can motivate the students
and enhance their academic performance. About 66.7% of the students responded that their
teachers often varied methods of teaching, 14.3% responded rarely and 19% it was not
applicable. According to Wambui (2004) the more teachers vary their methods of teaching,
the more they motivate the students and eventually they boost their academic performance.
Backing the idea of Wambui (2004) the current research advocates for the number of teachers
using varied methods of teaching to increase to 100% in Buuri Location in order to heighten
the learners’ academic performance.
Regarding caning, 41.3% of students responded that it was frequently implemented, 54%
rarely and 4.8% not applicable. The researcher backs Muhumulira (2014) who emphasizes on
the implementation of alternative measures to motivate students and to shun caning because it
demotivates the students resulting to poor academic performance. Concerning labeling, 39.7%
of the students indicated that it was frequently used by the teachers in the classroom, 44.4%
responded that it was rare and 15.9% that it was not applicable. Ercole (2009) asserts that
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teachers who label their students, demotivate them and affect their functioning level
negatively. Therefore, teachers should know their students and refer to them by their names
and not by labels.
Pertaining shouting at students, 55.6% of the students agreed that it was frequently
implemented, 36.5% rarely implemented and 4.8% it was not applicable. Brok, Want,
Beijaard and Wubbels (2000) contest the shouting of the students pointing out that it has vast
negative influence on learners’ academic performance. Instead they advocate for positive
student-teacher relationship that reciprocal respect as well as motivating the students and
raising their academic performance.
4.8.2 The Manner in which Teachers Implement Motivational Strategies in the
Classroom
Teachers were asked to indicate how they implement classroom motivational strategies and
they responded as follows.
Frequently Rarely Not Applicable0
10
20
30
40
50
60
70
80
90
100
RewardsAppraisalsInteractionsmethods of teachingCaningLabelingShouting
Figure 10: The Manner in which Teachers Implement Motivational Strategies in the Classroom
87
(Source: Field Study, 2016)
Concerning the manner in which teachers implement classroom motivational strategies, figure
11 indicates that 40% of teachers agreed that they frequently reward their students and 60%
responded that they rarely rewarded them. According to McMillan and Forsyth (1991)
rewarding students in the classroom motivates and arouses their interest to learn boosting their
academic performance. Considering this opinion, teachers in Buuri Location have to
implement this positive classroom motivational strategy in order to boost their learners’
academic performance.
All the teachers 100% agreed that they implement appraisals as classroom motivational
strategy. The responses indicate that appraisals are positive classroom motivational strategies
that are vital for learners’ academic performance. This is in support of Dunn (2000) who
urges teachers to constantly appraise the learners in order to boost their academic
performance. About 90% of the teachers responded that interaction was frequently
implemented and 10% it was rarely implemented. This means that interaction is key to good
academic performance. This is supported by Ntongai (2014) who maintains that the positive
teacher-student relationship improves learners’ academic performance. On methods of
teaching, all the teachers agreed that they frequently implemented varied methods of teaching
in the classroom. This concurs with Narum (2011) who pointed out that varied methods of
teaching increases levels of motivation in learners which result to high academic performance.
About caning, 70% of the teachers responded that they rarely used it and 30% it was not
applicable. The results are in agreement with Rakiro (2013) who asserts that caning in schools
in Kenya is still deep rooted and it is the cause of poor academic performance. Regarding
labeling, 40% of teachers indicated that they rarely implement it while to 60% it was not
88
applicable. The percentage of the use of labeling is high considering that it has very negative
influence on the learners in and outside the classroom setting therefore it should be eradicated.
Concerning shouting at students, 40% of teachers noted that they implemented it rarely while
60% that it was not applicable. The findings are showing that majority of the students are
shouted at during the teaching and learning process and this demotivates them making them to
have poor academic performance. This is in connection with Ghosn (2014) who affirms that
shouting lowers students self esteem, demotivates them and enhances poor academic
performance.
4.9 How Learners Response to Motivational Strategies in the Classroom
Learners were requested to register their responses towards motivational strategies in the
classroom and the findings are as shown in the table below.
Table 9: How Learners Respond to Motivational Strategies in the Classroom
Statements Responses (%)
SA A U D SD
I like teachers who are interactive 88.9 3.2 0 2.3 4.8
I work hard when I am rewarded 71.4 9.5 0 6.3 12.7
I get bored by frequent assessments and evaluations 28.6 3.2 3.2 1.6 63.5
I fear teachers who get annoyed for very little things 47.6 28.6 1.6 9.5 12.7
I fear to be punished for every small mistake 50.8 23.8 1.6 15.9 7.9
(Source: Field Study, 2016)
As regards the learners’ response towards classroom motivational strategies, table 10 shows
that 88.8% of the students strongly agreed that they liked teachers who were interactive, 3.2%
agreed, 2.3% disagreed and 4.8% strongly disagreed. The findings are in line with Mbagga
89
(2010) who asserts that students are highly motivated by the teachers who strive for teacher-
student interaction and this enhances their academic performance. About 71.4% of the
students indicated that they worked hard when they were rewarded, 9.5% agreed, 6.3%
disagreed while 12.7% strongly disagreed. Students’ response is in agreement with
Willingham (2015) who posits that when students are rewarded for any positive academic and
behaviour improvement, they develop a culture of excellence.
On whether students get bored by frequent assessments and evaluations, 28.6% of the students
strongly agreed, 3.2% agreed and another 3.2% were undecided, 1.6% disagreed while 63.5%
strongly disagreed. According to this responses majority of the students seem to like frequent
assessments and evaluations hence teachers should often implement this strategy in order to
heighten learners’ academic performance. Concerning whether students fear teachers who get
annoyed for very little things, 47.6% of the students strongly agreed with the statement,
28.6% agreed, 1.6% was undecided, 9.5% disagreed and 12.7% strongly disagreed. In this
regard, Hashash (2010) exhorts teachers to cultivate a conducive teaching-learning
environment in the classroom and to avoid intimidating the students. He adds that teachers
should not get annoyed with students but always seek to understand them and make them
understand their mistakes.
Punishment for every small mistake creates fear to the students. This is reflected by 50.8% of
students who strongly agreed, 23.8% agreed, 1.6% were undecided, 15.9% disagreed and
7.9% strongly disagreed. Punishing students for every small mistake creates fear in students,
demotivates them and makes them to run away from school (Ntongai, 2014). This being the
case, teachers should opt for the alternative strategies that motivate the students like rewards
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and appraisals and shirk from those that demotivate them like shouting at them and caning
that result to poor academic performance.
4.9.2 How Teachers See their Learners’ Response towards their Classroom Motivational
Strategies
Teachers were asked about how they judge the responses of their learners towards the
motivational strategies they use in the classroom.
Table 10: The Teachers’ Understanding of the Effectiveness of their Motivational Strategies
among the Learners they Teach
Statements Responses (%)
SA A U D SD
Students like teachers who are interactive 90 10 0 0 0
Students work hard when they are rewarded 60 40 0 0 0
Students get bored by frequent assessments and evaluations 60 0 0 40 0
Students fear teachers who get annoyed for very small things 30 50 0 20 0
Punishment inflicts fear in the students 40 50 0 10 0
(Source: Field Study, 2016)
According to table 11 above 90% of teachers strongly agreed that students liked teachers who
were interactive while 10% agreed on the same. This illustrates the importance of interactions
during the teaching and learning process which helps the learners to keep the learning interest
high and consequently heighten their academic performance.
Considering working hard after being rewarded, 60% of the teachers strongly agreed that
students worked hard when they were rewarded and 40% agreed. This is in concord with the
91
Two Factor Theory of Herzberb 1957 in Okumbe (2007) which states that the more students
are rewarded the more the hard work and the higher the academic performance.
In regard to students getting bored by frequent assessments and evaluations, 60% of the
teachers strongly agreed and 40% disagreed with the statement. This shows that majority of
the students prefer frequent assessment and evaluations. An analysis was done to determine
whether students fear teachers who get annoyed for very little things. Teachers respondents
had 30% strongly agreeing, 50% agreed and 20% disagreed. This is an evident that teachers
who get annoyed for very little things induce fear in the students. This is in accord with
Braggs (2014) who accentuates that getting annoyed for very little things imposes fear thus
affecting academic performance of the students.
Concerning punishment inflicts fear in the students, 40% of the teachers strongly agree, 50%
agreed while 10% disagreed. This is in the conformity with the National Coalition to Abolish
Corporal Punishment in Schools which highly discourages teachers from punishing students
for every small mistake since it lowers their self-esteem and academic performance.
According to the responses none of the respondents attempted the open ended questions.
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CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summery drawn from the research and conclusions. In addition it
highlights the recommendations to particular groups involved in education. This is in order to
identify and implement the positive classroom motivational strategies that heighten the
learners’ academic performance while shunning the negative ones that demotivate and lower
their academic performance.
5.2 Summary of Findings
The main objective of the study was to investigate the influence of classroom motivational
strategies on the learners’ academic performance in Buuri Location Meru County. The study
was guided by the following research objectives;
To find out whether classroom motivational strategies are used in Buuri location.
To find out how classroom motivational strategies affect learners’ performance.
To explore how the classroom motivational strategies are implemented in schools
within Buuri Location.
To analyze the learners attitudes towards the classroom motivational strategies.
The researcher employed these research questions also in the study;
What are the classroom motivational strategies that are being used within Buuri
Location?
To what extent do classroom motivational strategies influence learners’ academic
performance?
93
How are the classroom motivational strategies being implemented in schools within
Buuri Location?
Which are the attitudes of learners towards classroom motivational strategies?
Related literature was presented under the following sub headings: Classroom motivational
strategies, Positive classroom motivational strategies which comprised of teacher interaction
with students, appraisals for students, learner-centered methods of teaching and rewards for
students. Furthermore, it included the negative classroom motivational strategies which
encompassed of caning of students, shouting at them and labeling them. It was also geared at
finding out the influence of both the positive and negative classroom motivational strategies
on learners’ academic performance. Moreover, the study was concerned with the learners’
response to both the positive and the negative classroom motivational strategies, gave a
scrutiny on Two Factor Theory in connection to two major types of motivations and finally a
conclusion on positive and negative motivational strategies.
The research design and methodology were presented and the research was conducted using
descriptive survey design to investigate the influence of classroom motivational strategies on
learners’ academic performance in Buuri Location in Meru County. The descriptive survey
design enhanced the description, recording, analyzing and presentation of the influence of
classroom motivational strategies on learners’ academic performance.
The targeted population for the study was two secondary schools which included teachers and
students. A sample of 60 students was selected using systematic sampling process while 10
teachers were chosen using convenient sampling system.
Data collection was achieved through administration of the questionnaire to both teachers and
students after the acquisition of the permit letter from the University’s academic office. The
94
findings were analyzed using Scientific Package for Social Sciences (SPSS) and presented
using frequency tables, percentages, pie charts and graphs. Reliability was achieved by
computing the consistency of the results using Cronbach’s Alpha which resulted to 0.987 for
students and 0.982 for teachers. The instruments validity was guaranteed through the
supervisors’ assistance.
The study found out that the classroom motivational strategies have vast influence to learners’
academic performance. The researcher discovered that the positive classroom motivational
strategies which included rewards, appraisals, interaction and learner-centered methods of
teaching augment the learners’ motivation while enhancing their academic performance.
Conversely the negative classroom motivational strategies which comprised of caning,
labeling and shouting at students demotivated them and resulted to poor academic
performance.
According to the findings however, rewards and appraisals have yet to be put in place in order
to boost learners’ academic performance. Both teachers and students respondents illustrated
that the two motivational strategies are rarely implemented in the classroom, yet according to
the literature review they are the backbone of student motivational and high academic
performance. Furthermore, caning, shouting and labeling of the students have to be shirked
because of their adverse influence on students’ motivation and academic performance.
5.3 CONCLUSION
The study investigated the influence of classroom motivational strategies on learners’
academic performance. From the study, interactions and learner-centered methods of teaching
are upheld by teachers in Buuri Location in Meru County while rewarding and appraisals of
the students need to be put in place. Besides, caning of the students for any little mistakes
95
seem to be prized by both teachers and students. This could have resulted from the belief in
the proverb ‘spare the rod, spoil the child’ as it is so much valued in the African culture.
Nevertheless, the researcher concluded that positive classroom motivational strategies highly
motivate and heighten learners’ academic performance as opposed to the negative classroom
motivational strategies.
5.4 RECOMMEDATIONS
The study came up with some recommendations based on the findings of the research as
follows. The teachers’ training schools and colleges should equip the teachers with knowledge
and skills needed in motivating the learners during the teaching and learning process. This
will help them to keep the students interested on the content and eventually achieve high
academic performance. Furthermore, the Ministry of Education should put emphasis on in-
service training for teachers in order to increase their awareness on positive classroom
strategies that can be implemented instead of the negative ones that have adverse influence to
students.
Teachers too need to have a thorough understanding of themselves, their strengths and their
weaknesses. This will help them to understand the students and not to be easily blazed by
their little mistakes because this will demotivate the learners and subsequently cause their
academic downfall. In addition they should maintain a good rapport with students which is
enhanced by calling them by their names, encouraging and rewarding them for any academic
progress and behaviour change. They should also administer assessments and evaluations to
students frequently because this will motivate them to put more effort in the studies and
eventually get prepared for high stakes exams.
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5.5 SUGGESTIONS FOR FURTHER RESEARCH
The study investigated the influence of classroom motivational strategies on learners’
academic performance and suggests the following topics for further research:
The role of learner-centered methods of teaching on academic performance.
The influence of rewards on students’ classroom participation.
The influence of teacher-motivation on students’ academic performance.
97
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APPENDIX 1: QUESTIONNAIRES FOR TEACHERS
Dear respondent,
My name is Gitirikia Mary Karimi a student at Marist International University College, a
Constituent College of the Catholic University of East Africa, pursuing a Bachelor Degree in
Education.
As a requirement for the completion of the program, I am conducting an academic research on
the Influence of Classroom Motivational Strategies on Learners Academic Performance in
Buuri Location in Meru County. I therefore request you to kindly help in the achievement of
the studies’ objectives by responding honestly to the items in the questionnaire below. The
information given will be confidential and utilized only for the purpose of this study.
Thank you in advance!
SECTION A: Demographic Information for the Teachers.
Please tick (√) to respond appropriately to the questions below.
(i) Gender : Male ( ) Female ( )
(ii) Age: 20-30 ( ) 31-40 ( ) 41-50 ( ) 51-60 ( ) 61 and above ( )
(iii) Qualification: Certificate ( ) Diploma ( ) Degree ( ) Masters ( )
PHD ( )
(iv) Teaching experience: 1-5 years ( ) 5-10 ( ) 10 years and above ( )
117
SECTION B: Types of Classroom Motivational Strategies Implemented in the
Classroom
By use of a tick (√) indicate the number of times you use these classroom motivational
strategies in your classroom.
(i) Positive Classroom Motivational Strategies
Appraisals: always Sometimes Never
Rewards: always Sometimes Never
Methods of teaching: Always Sometimes Never
Interactions: Always Sometimes Never
(ii) Negative Classroom Motivational Strategies
Caning: Always Sometimes Never
Shouting: Always Sometimes Never
Labeling: Always Sometimes Never
SECTION C: Extent to which Classroom Motivational Strategies Influence the
Learners’ Academic Performance.
From the table below show by a tick (√) the extent to which classroom motivational strategies
influence learners’ academic performance.
Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree
118
Item S A A U D S D
1. Students are motivated by frequent evaluation
2. Students are free to answer and ask questions
3. Students respond positively to the classroom control
methods
4. Recognition and promotion boosts students’ academic
performance
5 Incentives such as gifts, extra recess time, stickers,
certificate and others boosts students’ academic
performance
6 Students enjoy participating in group discussions during
my lessons
7 I give students time to ask questions
8 Students should be punished every time they make
mistakes
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SECTION D: The Manner in which Classroom Motivational Strategies are
Implemented in the Classroom.
The table below shows the manner in which classroom motivational strategies are
implemented in the classroom. Please tick (√) where appropriate.
Item Frequently Rarely Not applicable
Rewards
Appraisals
Interactions
Methods of teaching
Caning
Labeling
Shouting
Any other response (Specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
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SECTION E: The Learners’ Response towards Classroom Motivational Strategies
From the table below what is the learner’s response towards classroom motivational
strategies? Please tick (√) where appropriate.
Item S A A U D SD
1. Students like teachers who are interactive
2. Students work hard when they are rewarded
3. Students get bored by frequent assessment and evaluations
4. Students fear teachers who get annoyed for very small things
5 Punishment inflicts fear in the students
Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree
Any other response:
(Specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………
Thank you very much for your participation and contributions.
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APPENDIX 2: QUESTIONNAIRES FOR STUDENTS
Dear respondent,
My name is Gitirikia Mary Karimi a student at Marist International University College, a
Constituent College of the Catholic University of East Africa, pursuing a Bachelor Degree in
Education.
As a requirement for the completion of the program, I am conducting an academic research on
the Influence of Classroom Motivational Strategies on Learners Academic Performance in
Buuri Location in Meru County. I therefore request you to kindly help in the achievement of
the studies’ objectives by responding honestly to the items in the questionnaire below. The
information given will be confidential and utilized only for the purpose of this study.
Thank you in advance!
SECTION A: Demographic Information for Students
Please tick (√) to respond appropriately to the questions below.
(i) Gender : Male ( ) Female ( )
(ii) Form: Three ( ) Four ( )
(iii) Age: 10-15 ( ) 15-20 ( ) 20 and above ( )
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SECTION B: Types of Classroom Motivational Strategies Implemented in the
Classroom.
(i) Do your teachers use the following positive classroom motivational strategies
in your classrooms?
Please tick (√) to respond appropriately to the questions below.
Item Yes No
Rewards
Appraisals
Interactions
Learner centered methods of
Teaching (discussions, role play)
(ii) By use of a tick (√) indicate the number of times your teachers use the
following negative classroom motivational strategies in your classrooms.
Caning: Always Sometimes Never
Shouting: Always Sometimes Never
Labeling: Always Sometimes Never
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SECTION C: Extent to which Classroom Motivational Strategies Influence the
Learners’ Academic Performance.
From the table below show by use of a tick (√) the extent to which classroom motivational
strategies influence your academic performance.
Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree
Item S A A U D S D
I am motivated by frequent tests or exams
I am always ready to answer and ask questions
I respond positively to the classroom control methods
Recognition and promotion boost my academic performance
Incentives such as gifts, extra recess time, stickers and
certificates enhance my academic performance
I like participating in group discussion and dramatization
during the lessons
Our teacher gives us enough time to ask and answer questions
I should be punished every time I make mistakes
I like teachers who call me by name and not by labels or
labeling
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SECTION D: The Manner in which Classroom Motivational Strategies are
Implemented in the Classroom.
From the table below tick (√) where appropriate the manner in which classroom motivational
strategies are implemented by your teachers in the classroom.
Item Frequently Rarely Not applicable
Rewards
Appraisals
Interactions
Methods of teaching
Caning
Labeling
Shouting
Any other response:
(Specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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SECTION E: The Learners’ Response towards Classroom Motivational Strategies.
From the table below what is your response towards classroom motivational strategies?
Please tick (√) where appropriate.
Item S A A U D SD
I like teachers who are interactive
I work hard when I am rewarded
I get bored by frequent assessment and evaluations
I fear teachers who get annoyed for very little things
I fear to be punished for every small mistake
Key: S A =Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree
Any other response:
(Specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
Thank you
126
APPENDIX 3: LETTER OF AUTHORIZATION