EFFECT OF MOTIVATIONAL STRATEGIES ON THE LEARNERS' PERFORMANCE IN SECONDARY SCHOOL CHEMISTRY IN KENYA: A CRITICAL LITERATURE REVIEW

Abstract

Purpose: A high achievement in Chemistry can be determined by many factors, some of which can be related to teachers, others to students and also school administration. One factor includes motivation which is that drive which makes an individual set a goal, initiate and maintain behaviors which lead to the attainment of the set goal. The purpose of our study is therefore to assess the effect of motivational strategies on the learner's performance in secondary school Chemistry in Kenya

Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.

Findings: Based on the findings the study concluded that students' perception in chemistry determines its achievement in examinations and that most students do not have positive attitude in chemistry. The research concluded that, levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety which consequently influenced the performance in science. The study also found out that, high Relative Autonomous motivation positively affected good strategy and study effort, which in turn positively affected academic performance in form of grade-point averages.

Unique Contribution to Theory and Practice: The study recommends that the Government and school authorities should through the allocation of funds, materials and apparatus for sciences teaching make school laboratories more adequate for effective implementation for Chemistry curriculum so as to enhance students' performance. Students should be exposed to more laboratory applications and activities so that they can recognize laboratory materials and equipment