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

dc.contributor.author	Sessanga, Joyce Bukirwa
dc.date.accessioned	2022-01-11T18:07:51Z
dc.date.available	2022-01-11T18:07:51Z
dc.date.issued	2014-10
dc.identifier.issn	1564-068X
dc.identifier.uri	https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/532
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	Nkumba Business Journal	en
dc.relation.ispartofseries	Volume 13;
dc.subject	Humanistic Theory	en_US
dc.subject	Motivation	en_US
dc.subject	Chemistry	en_US
dc.title	Analysis of the Humanistic Theory of Motivation in Learning A-Level Chemistry	en_US
dc.type	Article	en_US