ADMINISTRATORS’ CO-CURRICULAR MOTIVATION STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE AT PUBLIC TEACHERS TRAINING COLLEGES IN KENYA

Abstract

Research has demonstrated that what students do during their college impacts on their learning more than who they are or where they attended college. The purpose of this study was to investigate the extent to which college principals’ motivation strategies on participation in co-curricular activities influence students’ academic performance at public Primary Teachers Training Colleges in Kenya. The study employed cross-sectional correlational survey designs. The target population was 9,731 Second Year students in 25 public Primary Teachers Training Colleges that had presented students for Primary Teacher Examinations for at least two years prior to the study. Using multi-stage cluster random sampling techniques, systematic and purposive sampling methods, a sample of 11 colleges, 440 students, 11 principals and 11 games masters was selected. The researcher used semi-structured questionnaires, focus group discussion guides, and interview guides to collect data. Data were analysed through descriptive and inferential statistics. Results showed that motivational strategies used by