More recent studies or the effects or school inputs on student outcomes include Case and
Deaton (1999); Angrist and Lavy (1999); 1-Ianushek, Kain, and Rivkin (1999); Betts and
Morell (1999); 1-Ianushck ct. al. (1996); Kingdon (1996a); and Glcwwe and Jacoby (1994).
Some of these studies have investigated the illlpacl or motivation on student outcomes,
with mixed results. Loeb and Page (2000) locus on explaining why several studies have
failed to discover a positive relation between motivation and student outcomes. To our
knowledge, few have addressed the issue or cnclogeneity in the positive correlation
between motivation and achieve\llent. and none appear lo have the data that enables a
direct colllparison of the effect. for silllilarly aged children, across the private and
When a relationship is established as running from higher motivation to improved student
achievement, the relationship is open to alternative interpretations. One is that a positive
impact frolll motivation onto achievement rcllects the !act that motivation likely allract
better academic performances. /\ second interpretation is that lllotivation raises academic
achievement by raising the effort or pupils. In terms of the efficiency motivation theory,
motivated pupils are likely lo work harder in order to increase the chances of performing
well academically. The study tested these alternative explanations of the motivation effect
on pupil achievement.
1.2 Statement of the problem
There is enough evidence to prove that much has been clone to improve the number of
enrolment in primary schools. The introduction of free primary education in 2003
emphasizes that much has rcnlly been clone to provide opportunity to all Kenyan children
who are eligible to primary schooling to :1ccess education. This clearly shows that the
cost burden of education especially for poor parents has been reduced. To support the
above, the provincial director of education eastern province reprinted in TSC image
volume 14, 2007, that since the implementation of free primary education in 2003,
Eastern province has realized a 20.4'% increase in primary enrolment. It is very
interesting to hear this, however the unspeakable challenge still remains; are these results
showing quality at the encl or its _just quantity, arc their teachers motivated to produce this
quality results. This research therefore aims at shcclcling more light on the scenario by
assessing the relationship bet\\'ccn teacher's motivation and academic performance of
pupils in Ilbissil Zone.
KOIN, S (2021). Teacher Motivation And Academic Performance Of Pupils In Ilbissil Zone, Namanga Division, Ka.Jiado District, Kenya. Afribary. Retrieved from https://afribary.com/works/teacher-motivation-and-academic-performance-of-pupils-in-ilbissil-zone-namanga-division-ka-jiado-district-kenya
KOIN, SELETO "Teacher Motivation And Academic Performance Of Pupils In Ilbissil Zone, Namanga Division, Ka.Jiado District, Kenya" Afribary. Afribary, 12 Jun. 2021, https://afribary.com/works/teacher-motivation-and-academic-performance-of-pupils-in-ilbissil-zone-namanga-division-ka-jiado-district-kenya. Accessed 28 Oct. 2021.
KOIN, SELETO . "Teacher Motivation And Academic Performance Of Pupils In Ilbissil Zone, Namanga Division, Ka.Jiado District, Kenya". Afribary, Afribary, 12 Jun. 2021. Web. 28 Oct. 2021. < https://afribary.com/works/teacher-motivation-and-academic-performance-of-pupils-in-ilbissil-zone-namanga-division-ka-jiado-district-kenya >.
KOIN, SELETO . "Teacher Motivation And Academic Performance Of Pupils In Ilbissil Zone, Namanga Division, Ka.Jiado District, Kenya" Afribary (2021). Accessed October 28, 2021. https://afribary.com/works/teacher-motivation-and-academic-performance-of-pupils-in-ilbissil-zone-namanga-division-ka-jiado-district-kenya