Teaching and Learning Resources as a Predictor of Students' Motivation to Learn Mathematics among Secondary School Students in Laikipia County, Kenya

Abstract

The purpose of this study was to examine the influence of teachers' use of resources on students' motivation to learn secondary school mathematics in Laikipia County, Kenya. The study was guided by Keller's ARCS model of motivation. Descriptive research design was employed in the study. The target population consisted of 8357 Form Four students and their mathematics teachers from 113 secondary schools in Laikipia County. A sample of 412 respondents comprising of 392 students and 20 mathematics teachers from sample classes were selected for the study. Simple random sampling was used to select sample schools, sample classes, and respondents. A self-administered questionnaire was used for data collection. Cronbach's alpha was used to determine the reliability of research instruments. Data was analyzed using Pearson's correlation coefficient and simple regression analysis. The finding revealed that teachers' use of resources significantly contributed to students' motivation to learn mathematics. The study concluded that use of teaching and learning resources plays a significant part in the development of motivation to learn mathematics and should be encouraged among secondary school students.