Perceptions of teachers on influence of motivational strategies used by career teachers on students’ choice of Computer studies in secondary schools in Kisumu county, Kenya

Abstract

Computer Studies (CS) was introduced in secondary school curriculum for students to acquire computer literacy targeting vision 2030. However, only few students enroll for CS. In Kisumu County, enrolment of students for CS has been very low. For example, 202 out of 5094 (3.97%) students who sat for KCSE in 2015 enrolled for CS. This is so despite career teachers whose role is to provide students with guidance on subject choice, CS included being in place. The purpose of this study was to establish perceptions on the influence of motivational strategies used by career teachers on students’ choice of CS in secondary schools in Kisumu County. Objectives of the study were to; establish motivational strategies used by career teachers to influence students’ enrolment for CS, establish perceptions on the influence of the motivational strategies on students’ choice of CS and find out effect of combination of motivational strategies on students’ choice of CS. The study was based on a conceptual framework showing how motivational strategies influence choice of CS. Descriptive survey and correlational designs were employed. The study population was 30 career teachers, 30 CS teachers, 265 form four (F4) and 348 form three (F3) students. Multi stage sampling was used to select 27 career teachers, 27 CS teachers, 80 F4 and 104 F3 students. Data collection instruments were: questionnaire, interview schedule and FGDs. A pilot study was carried out among 3 career teachers, 3 CS teachers and 18 students using test re-test method. Reliability coefficient was established at .82 using Pearson’s r. Face and content validity of the instruments was ascertained by experts in the area. Quantitative data was analyzed using percentages, means and Pearson’s r. Qualitative data was transcribed, categorized and reported thematically. Organizing joint activities was the most commonly used (74.1%) while the least was organizing fieldtrips (22.2%). Inviting motivational speakers was the most effective strategy (4.74) while the least effective strategies were provision of resource materials and organizing joint activities (3.85). There was a significant relationship between combination of motivational strategies and students’ enrolment in CS r=0.56, P=0.003. It was concluded that the most commonly used motivational strategies were the least effective. Motivational strategies were found to be highly effective when combined. It was recommended that combination of motivational strategies be used to encourage students to choose CS. Findings of this study may benefit teachers, ministry of education and school administration in improving enrolment in CS.