Collaborative Instructional Strategy and Students’ Motivation in Junior Schools in Garissa Township Sub-County, Kenya

Abstract

The purpose of this study was to investigate the collaborative instructional strategy employed by teachers and its relationship with student motivation in public Junior schools in Garissa Township Sub- County. This study was guided by the Howard Gardner's Theory of Multiple Intelligence. It employed a descriptive survey design that uses both quantitative and qualitative approaches. The target population was 22 Head teachers, 122 teachers and 2324 students from grade 8 and 9. Simple random sampling was used to select 7 Junior schools, 7 Head teachers, 37 teachers and 233 students. Questionnaires were used to collect data from teachers and students while interviews were for the head teachers. Quantitative data from the questionnaires were analyzed using Pearson correlation test while data from interviews was analyzed verbatim. The findings showed that collaborative instructional strategy had a positively strong significant association student motivation in public Junior schools in Garissa Township Sub- County (p<0.01; r = 0.675.). The study concludes collaborative instructional strategy has a positively strong significant effect on student motivation in public Junior schools in Garissa Township Sub- County. The study thus recommends for improvement of collaborative instructional strategies so as to enhance students’ motivation. The findings of this study will provide valuable insights into the effectiveness of collaborative instructional strategy in enhancing student motivation. Policymakers, educators, and stakeholders will benefit from understanding how this strategy can be effectively implemented to improve educational outcomes and students’ motivation.