Analysis of the Humanistic Theory of Motivation in Learning A-Level Chemistry

Abstract

This paper reports findings from a study conducted using 360 students offering a-level chemistry in Uganda about aspects of motivation that can enhance effective learning of chemistry. It was found out that students desired to be self-actualized and were motivated by a teaching environment characterized by an emphasis on the benefits of chemistry. The opinions of students regarding how they should be motivated are given. The gaps in motivating learners studying a-level chemistry as possible causes for poor performance are revealed. The relationship between motivation and performance in a-level chemistry is determined. Recommendations for improving the teaching of a-level chemistry are highlighted.