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Determining the Influence of Teacher Motivation on Academic Performance in Public Secondary Schools in Masinga Sub- County, Kenya
(INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING, MANAGEMENT & APPLIED SCIENCE (IJLTEMAS), 2025-07) Nzivo, Mwende Junesther; Lucy, Ikiara; Johnson, Ikiugu
Purpose: This research examined how teacher motivation affects academic performance in public secondary schools within Masinga Sub-County, Kenya. The study developed a theoretical model to explain differences in stakeholder perceptions regarding motivation effectiveness. Methodology: The research utilized a convergent parallel mixed-methods approach involving 364 participants comprising 7 principals, 83 teachers, and 274 students from 25 public secondary schools. Stratified purposive sampling-maintained representation across different school categories. Data gathering employed validated questionnaires demonstrating strong reliability (Cronbach’s α = 0.903-0.907) alongside semi-structured interviews. Power analysis verified sample adequacy for detecting medium effect sizes (d = 0.5) with 80% statistical power. Data analysis incorporated descriptive statistics, Independent Samples t-tests with effect size calculations, multiple regression modeling, and thematic analysis achieving high inter-rater reliability (κ = 0.85). Results: Professional development demonstrated universal acceptance (73.5% teacher, 56.2% student consensus), whereas considerable perception disparities emerged for reward mechanisms and welfare initiatives. Teacher welfare exhibited the most substantial perception differences (teachers: M = 4.56, students: M = 3.92; t(91) = 4.54, p < 0.001, d = 1.02). Multiple regression demonstrated that motivation variables accounted for 34% of academic performance variation (R2 = 0.34, F(3,359) = 62.1, p < 0.001), with professional development serving as the primary predictor (β = 0.42). Qualitative findings identified implementation inconsistencies and communication breakdowns as fundamental sources of perception differences. Conclusions and Recommendations: This investigation presents the “Stakeholder Perception Alignment Model,” illustrating how motivation transparency and communication quality affect stakeholder consensus. Results indicate that motivation approaches require effective execution combined with clear communication channels to maximize effectiveness. Recommendations encompass creating standardized motivation frameworks, improving stakeholder communication systems, and emphasizing universally appreciated professional development opportunities. This research advances Self-Determination Theory by showing how environmental factors influence motivation effectiveness within resource-limited settings.
Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub- County, Kenya
(International Journal of academic research in business & social sciences, 2019-11-24) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, Bernard
Academic performance has remained elusive as different cohorts of learners perform differently in national examinations. However, previous studies on academic performance of pupils have explored the question from an environmental perspective, where little attention has been given to the pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study set out to find out the effects of comprehension monitoring on academic performance of primary school pupils in Nakuru West Sub-County, Kenya. It was guided by the Cognitive Model of Reading Comprehension. Both descriptive survey and experimental research designs were used. The target population comprised of 12 public primary schools in the area of study from which 342 language teachers and 1133 pupils whom were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire, an observation schedule and through administering a reading test. Data was analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson’s Product Moment correlation and ANOVA, were used to analyze data. The results from the tests and the observation schedule were analyzed using content analysis and integrated during interpretations, discussion and conclusion. The study found that comprehension monitoring had a positive and significant effects on academic performance of pupils with reading difficulties in the area. Results from the reading test experiment showed that learners with reading difficulties who had received interventions (Group B) performed significantly better than their counterparts who had not received the interventions (Group A). Hence, the study concluded that the comprehension monitoring as a reading difficulties intervention had the potential of improving academic performance of the learners if well emphasized. Therefore, the study recommended that teachers should introduce regular comprehension tests to monitor the students reading abilities.
Effects of Cooperative Thinking Skills Training Intervention on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya
(Stratford Peer Reviewed Journals and Book Publishing Journal of Education, 2019-09) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, Bernard
Academic performance has remained elusive as different cohorts of learners perform differently in national examinations. Previous studies on academic performance of pupils have explored the question mostly from environmental perspectives rather than pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study was set out to find out the effects of cooperative thinking skills training intervention on academic performance of public primary school pupils in Nakuru West Sub-County, Kenya. Descriptive survey research design was used targeting 12 public primary schools from which 342 language teachers and 1133 pupils were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire and an observation schedule which were analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving frequencies, percentages, means and standard deviations, and inferential statistical methods involving linear regression were used to analyze data. The results from the observation schedule were analyzed using content analysis and integrated during interpretations, discussions and conclusions. The study found that cooperative thinking skills training intervention had a positive and strong effect on academic performance of pupils with reading difficulties among public primary school pupils in Nakuru West Sub-County. Hence, the study concluded that cooperative thinking skills training intervention as currently applied in teaching was a very promising intervention in remedying reading difficulties. The study recommended that teachers should find out and introduce new ways of cooperative learning specifically those which encourage the learners to assist each other improve their reading proficiency .