Strategies for Increasing Students’ Self-motivation

Abstract

The aim of the study was to identify the strategies for increasing self-motivation for academic improvement among secondary school students in Kisumu County, Kenya. The study population was 113,314 students enrolled in secondary schools. Convenient sampling technique was used to draw a sample of 224 students. The study employed phenomenological design in the qualitative approach. The area of the study was Kisumu County, Kenya, between September and October 2017. Focus group discussions were used to collect qualitative data. Focus group discussion guide was piloted with students who did not participate in the study to establish validity and reliability. Data was collected verbally, transcribed verbatim, and summarized using thematic analysis to yield significant themes. The study findings revealed that students expected that when they are facilitated to have high levels of self-discipline, own and plan their work and time with guidance and support from fellow students, parents and teachers, then they would develop high levels of self-motivation. The study concluded that promoting self-discipline, goal orientation, integrated extrinsic motivation, time
management and autonomy-supportive teaching and learning environment are strategies that might
increase students’ self-motivation.

Full text

_____________________________________________________________________________________________________
*Corresponding author: E-mail: odangasoj@gmail.com;
Asian Research Journal of Arts & Social Sciences
6(4): 1-16, 2018; Article no.ARJASS.41354
ISSN: 2456-4761
Strategies for Increasing Students’ Self-motivation
Sylvester J. O. Odanga
1*
1
Kasagam Secondary School, P.O. Box 2071–40100, Kisumu, Kenya.
Author’s contribution
The sole author designed, analyzed and interpreted and prepared the manuscript.
Article Information
DOI: 10.9734/ARJASS/2018/41354
Editor(s):
(1)
Raffaela Giovagnoli, Pontifical Lateran University, Piazza San Giovanni in Laterano 4, Rome,
Italy.
Reviewers:
(1)
Ch. Krisnandari Ekowati, Nusa Cendana University, Indonesia.
(2)
Solehah Yaacob, International Islamic University Malaysia, Malaysia.
(3)
P. Moodley, University of Pretoria, South Africa.
Complete Peer review History:
http://www.sciencedomain.org/review-history/25636
Received 10
th
April 2018
Accepted 1
st
July 2018
Published 21
st
July 2018
ABSTRACT
Aim:
To identify the strategies for increasing self-motivation for academic improvement among
secondary school students in Kisumu County, Kenya
Sample: The study population was 113,314 students enrolled in secondary schools in Kisumu
County. Convenient sampling technique was used to draw a sample of 224 students.
Study Design: The study employed phenomenological design in the qualitative approach.
Place and Duration of Study: The area of the study was Kisumu County, Kenya, between
September and October 2017.
Methodology: Focus group discussions were used to collect qualitative data. Focus group
discussion guide was piloted with students who did not participate in the study to establish validity
and reliability. Data was collected verbally, transcribed verbatim, and summarized using thematic
analysis to yield significant themes.
Results: The study revealed that students expected that when they are facilitated to have high
levels of self-discipline, own and plan their work and time with guidance and support from fellow
students, parents and teachers, then they would develop high levels of self-motivation.
Conclusions: Promoting self-discipline, goal orientation, integrated extrinsic motivation, time
management and autonomy-supportive teaching and learning environment are strategies that might
be useful strategies in increasing self-motivation.
Original Research Article

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
2
Keywords: Strategies; motivation; self-discipline; goals; extrinsic; time management; autonomy-
support.
1. INTRODUCTION
1.1 Background of Study
Motivation is a significant psychological concept
in education because it drives and strengthens
the students to learn and improve in their
academic performance because of the
connection with daily living [1,2,3,4]. Motivation is
essential to learning since some motivation
underlines everything students do, including
students' motivation complete tasks that build
knowledge [3]. Therefore, lack of motivation in
students to learn was identified as a pressing
educational problem by [5].
Students’ self-motivation to learn is of great
importance today probably more than ever
before. One authority on motivating students, [6],
starts the book “Motivating students to learn” with
these alarming words,
“School is inherently boring and frustrating. We
require students to come, then try to teach them
stuff that they do not see a need for and do not
find meaningful. There is little support for
academic achievement in the peer culture, and
frequently in the home as well. A few students
may be enthusiastic about learning, but most of
them require the grading system and the carrots
and sticks that we connect to it to pressure them
to do at least enough to get by.”
These words are an indictment on the level of
self-motivation among students to learn and they
are an indication of the challenge faced by
practitioners in the teaching and learning
process.
In addition, [7] found out that self-motivation is
necessary among students because many of the
tasks that educators want their students to
perform are not inherently interesting or
enjoyable. Therefore, the strategies for
motivation should be wedded into the everyday
teaching and learning process.
Motivation is a construct that explains goal-
directed behavioural force to face severe and
challenging circumstances characterized by
initiation, direction, intensity, persistence, and
quality of behaviour [5,8]. Consequently, [9] posit
that to be motivated means to be moved to do
something, which in the case of the present
study is to learn. Motives, on the other hand, are
hypothetical constructs used to explain why
people are doing what they are doing [6].
The opposite of motivation is a motivation, which
was defined by [10] as the absence of intrinsic or
extrinsic incentives for behaviour and growth. A
motivated student's behaviour lacks intentionality
and personal causation because they do not
value the behaviour, do not feel competent at the
behaviour and not believing the behaviour will
yield the desired outcome [7,11].
The observation that children are very motivated
to learn when they are young but this motivation
seems to dissipate as they go up the grades was
confirmed in a study in Brazil by [5]. They
presented an assessment of the quality of
motivation of elementary school students using a
questionnaire. The results revealed that lack of
motivation increased as students advanced in
grades. This makes one wonder what happens to
the learners' self-concept as they proceed up the
degrees that make them lose self-motivation.
Several studies have considered the causes and
effects of motivation [8,10,12,13]. In China, [12]
examined the relationship between students’
academic self-concept and motivation in foreign
language learning drawing samples from
university and found that academic self-concept
was positively and significantly correlated with
learning motivation. Furthermore, from a study in
Canada, [10] found that motivation precedes and
predicts academic behaviour and therefore,
motivational orientation is a reliable and accurate
predictor of academic success. Besides, a
review of the motivation theories in learning
by [8] found out that motivation and learning
process are connected for educational success.
Subsequently, [13] explored the effects of
achievement motivation on academic
achievement in the USA and reported positive
correlations between achievement motivation
and academic performance. However, these
studies did not go ahead to identify how students’
motivation might be increased.
The onus of increasing students’ motivation to
learn, however, falls squarely on teachers and
educators. In Self-Determination Theory (SDT),
[9] categorized motivation into extrinsic and
intrinsic motivation. They defined intrinsic
motivation as referring to doing something
because it is inherently interesting or enjoyable;

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
3
and extrinsic motivation as referring to doing
something because it leads to a separable
outcome. Therefore, [1] in Portugal investigated
the relationship between students’ motivation
and perceived learning and found that intrinsic
motivation positively and significantly influences
perceived learning. In addition, [2] investigated
extrinsic motivation in South Africa and identified
verbal reinforcement, goal orientation, time
management and reflective practice as effective
strategies for increasing motivation among
students.
Consequently, although teachers sometimes feel
that they have no control over students' attitudes
about learning, they actually do have an
influence because generally, students learn if
their teachers expect and motivate them to learn
[14]. Motivation to learn, therefore according to
[15], can be increased by strategies that increase
students’ awareness of self-directed learning.
Nevertheless, do teachers have the right ideas
on the strategies that can effectively motivate the
students?
Strategies are the methods used to achieve
goals and thus to satisfy motives, such as the
desire to learn [6]. That was the reason for the
study by [16] in Saudi Arabia that examined
teacher and student views about motivational
strategies. The results indicated there was a
discrepancy in the beliefs of teachers and
students about how the students should be
motivated. Teachers preferred strategies that
help students to achieve desired academic
outcomes while students preferred strategies that
zeroed in on the learning process and promoted
the social aspects of learning, such as
participation and interaction.
Nevertheless, in Kenya, few studies have
investigated student motivation and academic
performance and little research have been on
strategies to increase students' motivation.
Consequently, [17] sought to determine if student
motivation has any influence on academic
performance in public secondary schools in
Nairobi, Kenya. The study revealed that self-
motivation among students is a major factor in
academic performance. In addition, the study
identified giving of prizes to students as the most
effective motivational technique to the students.
However, the study did not identify general
strategies that might be used to increase
students’ self-motivation to learn and thereby
improve their academic performance. There was,
therefore, need for the current study to identify
the strategies for increasing self-motivation
among secondary school students in Kisumu
County, Kenya.
1.2 Problem Statement
One of the indicators of low student self-
motivation is school dropout rates [18, 19].
Kisumu County has a secondary school a
dropout rate of 33.6%, which is above the
national average [20]. Consequently, only 25% of
Kisumu County residents have a secondary level
of education or above [20]. This means that the
high dropout rates are excluding three out of four
members of the county from secondary school
education. However, education improves
people's welfare because inequality declines as
the average level of educational attainment
increases, with secondary education producing
the most significant benefits [20]. This might be
the reason why those working for pay with a
secondary level of education or above are only
32% of in Kisumu County, which is 17 points
below the 49% found in Nairobi County, Kenya.
Furthermore, the low employment rate from
school dropout due to low self-motivation might
contribute to the high poverty levels in Kisumu
County, which is 47.8% [21]. For these reasons,
self-motivation to learn among students is an
essential need with serious consequences for
Kisumu County, Kenya. Hence, there was a need
for the present study on strategies of increasing
the self-motivation among students in Kisumu
County, Kenya.
1.3 Relevance of Study
The findings of the present study might be used
to improve the academic performance of
students because self-motivation is positively
associated with academic achievement [13,10].
This makes the findings of the current study are
of importance to teachers and other stakeholders
in education.
In addition, these strategies might be helpful in
preventing school dropout because self-
motivation is negatively associated with dropout
rates [18,19]. Moreover, the findings might be
useful in inculcating lifelong learning in the
recipients because lifelong learning is positively
associated with self-motivation [22].
Moreover, [9] argue that motivation is highly
valued because of its consequences and is of
preeminent concern to managers, teachers,
religious leaders, health care providers, and

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
4
parents. Therefore, the findings of the present
study might be of benefit to not only teachers but
also parents and education managers.
1.4 Purpose of the Study
The purpose of the study was to investigate self-
motivation for improvement in academic
performance among secondary school students.
The objective of the study was to identify the
strategies for increasing self-motivation among
secondary school students in Kisumu County,
Kenya
2. THEORETICAL FRAMEWORK AND
LITERATURE REVIEW
2.1 Theoretical Framework
The Self-Determination Theory (SDT) of [9]
guided the present study. Self-determination
theory (SDT) is a theory of human motivation that
focuses on types of motivation and pays
attention to autonomous motivation, controlled
motivation, and a motivation as predictors of
performance [23]. SDT posits that people can be
motivated or demotivated due to the social
conditions around them. Following from that
premise, SDT-guided research focuses on
facilitating self-motivation.
In addition, [9] posit that the arena of SDT is the
investigation of the conditions that foster the
positive processes of people's inherent growth
tendencies and innate psychological needs.
Consequently, the present study focused on
strategies for increasing self-motivation among
students, which according to [9] are factors that
enhance intrinsic motivation, self-regulation, and
well-being.
The SDT produced the concepts of self-
regulation, causality orientation, types of
motivation and psychological needs. From these
concepts, the present study explored time
management and self-discipline from self-
regulation, goal orientation from causality
orientation, extrinsic motivation from types of
motivation and autonomy-supportive teaching
and learning from psychological needs.
2.2 Literature Review
The literature review for the present study was
organized according to the themes that emerged
from data analysis. In India, [24] investigated the
relationship between teacher motivation and
students' academic achievement at the
secondary school level. Survey technique was
used to collect data through a questionnaire and
analyzed using inferential statistics, which
revealed that intrinsic motivation of teachers had
the strong correlation with academic
achievement of the students. Therefore, [24]
recommended that in-service teacher training
programs can be used to enhance teachers
intrinsic motivation for the improvement of
students’ academic performance. However, the
study was a quantitative study that only collected
quantitative data that was limited in that the
researchers could not delve in-depth into the
meanings and feelings of the respondents. The
present study fills this gap by using qualitative
methods to collect data, which captured the
senses and emotions of the respondents.
Subsequently, [25] analyzed determinants and
factors motivating students in higher education in
Morocco with university students. The study
pointed out the importance of self-motivation
among the students by showing that motivation
during orientation and learning process
influenced the academic performance of learners
positively. However, the study did not identify the
strategies that might be used to increase self-
motivation among the students.
2.2.1 Self-discipline
A theme that emerged on how to increase self-
motivation among students was the promotion
and teaching of self-discipline among students.
According to [26], self-control is the capacity to
bring one’s actions into line with one’s self as it is
embodied in what one takes oneself to have
most reason to do. Therefore, in the current
study, self-discipline is the capacity to control
one's thoughts, speech and deeds to attain the
desired achievement. The importance of self-
discipline was captured by [27] who wrote a
paper that showed that self-discipline in daily
routine knowledge acquisition processes was
vital in improving learning outcomes.
SDT is an approach to human motivation that
highlights humans' inner resources for
personality development and behavioural self-
regulation [23]. Therefore, the present study
drew self-discipline from the concept of self-
regulation from SDT. Since SDT highlights the
importance of self-regulation, the present study
explored self-discipline as a strategy for
increasing students' self-motivation.

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
5
According to [28] discipline minimally influences
self-motivation. The study by [28] investigated
motivation, discipline and employee performance
in Indonesia. The results showed a minimal
influence of motivation and discipline that affect
the performance. However, the study was
conducted with employees and not students, as
was the case in the present study. Therefore,
[29] investigated the relationship of self-control,
motivation and academic performance in
Germany. Data were collected from a
sample of tenth graders using a questionnaire.
Results of regression analyses showed that self-
control was a significant predictor of academic
performance. However, the study did not
consider the effect that self-discipline might have
on students' motivation. Therefore, the present
study fills this gap by investigating the effect of
self-discipline on students' levels of self-
motivation.
In addition, although [30] in the USA posited that
self-regulation of effort is a significant predictor of
academic performance, the study only made
finding that that academic self-discipline
mediated the relationship between academic
self-efficacy and academic achievement. Hence,
the study did not examine the relationship
between self-discipline and academic
performance directly unlike in the present study.
Moreover, [31] compared students’ self-discipline
and self-regulation measures and their prediction
of academic achievement using a multi-source,
multi-measure research design involving high
school students and their teachers in the USA.
Hierarchical regression analyses revealed that
students' self-regulation was more predictive of
students' academic performance than students’
self-discipline. However, [32] who also studied
self-control and academic performance in a
university set-up in the USA had contrary
findings to [31]. Moreover, [32] found out that
self-control affects academic performance
among the university students.
The findings of [32] were further supported by
those of [33] who investigated self-control and
academic performance in engineering among
college students in the USA. The results showed
that self-control predicted the academic
performance of students. However, these studies
were done with university students whose levels
of education are higher than those of students
found in Kenyan secondary schools.
Consequently, [34] conducted a longitudinal
study with eighth-grade students on self-
discipline measured by questionnaires in the
USA. The investigation revealed that self-
discipline accounted for more than twice as much
variance as Intelligence Quotient in academic
performance. Nevertheless, the [34] study did not
seek to identify the promotion of self-discipline as
a means of increasing self-motivation among
students. The present study filled these gaps in
the literature by examining strategies for
increasing self-motivation among students in
secondary schools.
On the other hand, [35] and [36] reported
contrary findings in the relationship between self-
discipline and academic performance. In Taiwan
[36] sought to determine the effects of self-
control and intelligence quotient on students’
academic achievement and found that
intelligence quotient predicted students’
academic performance in the short term but not
in the long term. This left the relationship
between self-discipline and academic
performance undetermined. Subsequently, [35]
in Iran investigated the relationship between self-
control and academic performance and found a
negative correlation between self-control and
academic achievement. However, the finding of
[36] fell between those of [35] and [36]. In
Germany [37] conducted a study of students and
found that there were no effects of academic
discipline on achievement over time. Therefore,
whereas [36] found the conflicting effect of self-
discipline on academic performance between
short-term and long-term durations, [36] found no
effects of self-discipline on academic
performance and [35] found the negative
correlation between self-discipline and academic
performance. Nevertheless, none of these
studies considered the effect of self-discipline on
self-motivation and yet academic performance is
a product of self-motivation. In addition, these
studies were conducted in Asia and Europe with
different cultural settings from African countries
such as Kenya.
Therefore, [38] sought to determine the level of
discipline and extent of the impact of discipline
on academic performance among grade eight in
a descriptive study in Muhoroni Sub-County in
Kisumu County, Kenya. Data analysis revealed
that discipline related positively to, and
accounted for 23% of the variance in the pupils'
academic performance. Therefore, the study
recommended enhancement of discipline among
the pupils for improvement of their academic
performance. However, [38] did not examine the
effect of self-discipline on students’ self-
motivation. The present study fills this gap in the

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
6
literature by seeking to elucidate the effect of
self-discipline on self-motivation.
2.2.2 Goal orientation
Goals are valued outcomes that people hope to
attain when they engage in specific behaviours
[11]. Furthermore, [23] posits that to guide their
activities, people use long-term goals, which
might be intrinsic aspirations such as personal
development and extrinsic aspirations such as
wealth and fame. This result in causality
orientation to the way people orient themselves
to their environment for regulation of behaviour,
and thus be self-determined to achieve what they
believe they need [23]. Consequently, the
present study explored goal orientation as a
strategy of increasing self-motivation in students.
Goals are the drivers of behaviour and the
immediate objectives of particular sequences of
behaviour [6,39]. Consequently, according to [2],
motivation might be indicated by personal goal
setting. Goal-orientation is, therefore, behaviour
that is energized by values, which refers to the
desirability of the goal to the individual and
expectancies, and beliefs about the attainability
of goals [39]. According to [39], all else held
equal, an individual will be more persistent in
pursuing a goal when that goal is greatly valued
and when the individual expects to be successful
in attaining the goal. The persistence that is
generated by goal orientation might be indicative
of the relationship between goal orientation and
self-motivation.
In addition, [40] identified the technique of goal-
setting as a way of enhancing motivation in
learners because higher standards tend to lead
to higher performance. However, learner-set
goals have a tendency to become lower, hence,
teacher’s role in helping learners maintain high
standards by monitoring the goals set and
reinforcing high standards [40]. Therefore, [40]
posited that learners might be taught to be self-
motivated to learn through the practice of goal
setting.
Subsequently, [41] investigated goal orientation
and goal setting in South Korea by integrating
four-factor goal orientation theory with goal
setting theory and found that goals positively
influenced performance. However, the study did
not examine the influence of mastery and
performance goals on academic performance. In
addition, [42] examined the relationship between
student goal orientation and academic
achievement in Germany. Data collected from
college students were analyzed to reveal that
students pursuing both mastery and performance
goals were more motivated and had higher
academic performance than students who
pursue a mastery orientation alone.
However, [43] argued that it was mastery goals,
and not both mastery and performance goals,
that produced self-motivation in students. In a
paper, [43] discussed mastery and performance
goals in a paper on motivation in education. The
paper expounded that mastery goals were more
likely to result in persistence over time and a
focus on the intrinsic value of learning because
mastery goals focused on individual
improvement and the belief that increased effort
is related to increased competency. On the other
hand, competition and rewards foster a
performance goal orientation in which ability and
self-worth are linked in students’ minds hence
students avoid the possibility of failure by not
attempting challenging tasks [43]. Nevertheless,
[41,42] and [43] did not examine the effect that
goal orientation had on students' self-motivation
to learn. The present study fills this gap in the
literature by seeking to elucidate whether goal
orientation among students might increase their
self-motivation to learn and improve in academic
performance.
2.2.3 Extrinsic motivation
In SDT, [7] posited that extrinsic motivation
varies in its relative autonomy and thus can
reflect either external control or true self-
regulation. According to [7] and [23], autonomous
motivation comprises of intrinsic motivation and
the types of extrinsic motivation such as
introjection, identification and integration.
Furthermore, [9] posited that integrated
regulation is the most autonomous form of
extrinsic motivation. They argue that integration
occurs when identified regulations are
assimilated through evaluation and brought into
congruence with one's inner values and needs.
Consequently, [14] reported that intrinsically
motivated students earn higher grades and
employ strategies that demand more effort than
extrinsically motivated students do. Moreover,
they are more likely to persist with and complete
assigned tasks, retain information and concepts
longer, and are more likely to be lifelong learners
than extrinsically motivated learners are. In a
word, intrinsically motivated students are
expected to be having more self-motivation than

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
7
extrinsically motivated students are. In New
Zealand, [44] used a novel multidimensional
instrument to investigate the relationship
between motivation and academic achievement.
The results showed that there were statistically
significant differences in motivation and
achievement. However, the study did not
consider the effect of type of motivation on
academic performance. Subsequently, [45] and
[46] studied the influence of kind of motivation on
academic achievement. In the USA, [45] sought
to determine whether a type of motivation was
predictive of how a student would perform in an
exam and found that student performance in the
exam was not significantly related with intrinsic
motivation. Furthermore, [46] studied a type of
motivation, student motivation, and achievement
and found that students with intrinsic motivation
achieved better academically, and were more
persistent in their studies than students with
extrinsic motivation did.
Nevertheless, the studies by [44,45] and [46]
were quantitative in nature and therefore could
not probe the responses for deeper meanings,
which is only possible with a qualitative study.
Therefore, [47] in Australia conducted a
qualitative case study on how motivation
influences student engagement and found that
intrinsic motivation assisted authentic student
engagement in learning and that extrinsic
motivation served to develop ritual engagement
for learning. However, the study by [47] did not
consider whether teaching and training students
to have any type of motivation of control would
result in a higher level of self-motivation. The
present study filled these gaps in the literature by
using the qualitative approach that captured the
in-depth meanings of the respondents to
investigate the relationship between the type of
motivation and self-motivation among students.
2.2.4 Time Management
SDT is an approach to human motivation that
uses an organismic metatheory to emphasize
humans' inner resources for behavioural self-
regulation [23]. Since SDT underlines the
importance of self-regulation, the present study
explored time management as a strategy within
self-regulation for increasing students’ self-
motivation.
Time management is a set of principles,
practices, skills, tools, and systems used to get
more value out of a given amount of time with the
aim of improving the quality of achieving a set
goal [48]. Therefore, [49] posit that time
management skills are essential for students’
success and development of academic
competence. Consequently, [50] investigated the
relationship between various study skills and
academic performance of university students in
Iran. Data analysis revealed that the study skills
scores for students with high academic
performance were statistically higher than that of
those students with low academic performance in
time management and motivation. This finding
indicated that time management influences
students’ academic performance but did not
consider the self-motivation that makes students’
to manage their time well. Nevertheless, when
[51] in the USA and [52] in Malaysia investigated
motivation and time management they found that
motivation and time management are significant
predictors of academic success and performance
respectively.
However, the studies by [50,51] and [52] did not
investigate the relationship between time
management and self-motivation although time
management affects performance. For that
reason, [53] studied the impact of time
management on performance among faculty
members of universities India. Data was
collected using closed-ended questionnaires
from faculty members and students and analyzed
inferentially to reveal that time management
increases motivation. In addition, [54] studied the
impact of time management on academic
performance among college students in the USA
and found out that there was a significant and
positive correlation between time management
and academic performance of the students.
Nevertheless, the studies by [53] and [54] were
on time management and performance, and not
time management and motivation. Therefore,
[49] sought to determine the relationship
between time management skills and academic
motivation of students in Iran. Data were
collected using questionnaires from a sample
that was selected using random stratified
sampling and analyzed inferentially. The results
showed a statistically significant positive
correlation between the students' time
management scores and academic motivation
scores. Therefore, the study concluded that it is
necessary to plan for improving time
management skills in order to enhance academic
motivation among students.
The studies by [49,53] and [54], though, were
limited in that they were purely quantitative
studies that could not capture the feelings and

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
8
meanings of respondents to flesh up the findings.
Consequently, [55] employed the qualitative
approach to investigate the relationship between
time management and motivation among teacher
educators in institutions of higher learning in
Pakistan. Data were collected using interview
schedules and analyzed using narrative analysis
to reveal that improvement in the skills of time
management among teacher educators led to an
increase in motivation. However, the study was
conducted using students in institutions of higher
learning whose time management skills might be
different from those of secondary school
students. Therefore, [29] investigated the
relationship of time management and motivation
with academic performance in Germany using
tenth graders and found that time management
characterized with procrastination was negatively
related to school grades.
On the other hand, [56] explored how time
management and the perception of control over
time contribute to the academic success of
students in colleges in the USA. The paper
reviewed extant literature that suggested that
college success does not rely solely on students'
time management behaviour, but more on their
perception of control over time. This study raised
the issue of the difference between time
management and knowledge of control over time
because a person who manages their time might
be expected to have a perception that they are in
control over their time.
However, several studies reported that time
management affected academic performance
among students and reported conflicting findings
[57, 58, 59, 60]. The research by [57] and [59]
sought to determine the relationship between the
time management skills and academic
achievement of the students in Kuwait and Oman
respectively using descriptive research and
found out that time management was
significantly correlated with students’ academic
performance. Contrary to these findings, [58] and
[60] explored the relationship between time
management skills and the academic
achievement in empirical studies and found that
there was no statistically significant relationship
between time management skills and the
academic achievement of students. However,
these studies were done in countries that are not
in Africa with the continents unique sense of
time. There was, therefore, need for a study to
investigate the influence of time management on
self-motivation in an African country such as
Kenya.
Therefore, [61] investigated the relationship
between time management and academic
performance among orphaned students of
Kenya. The sample was drawn using saturation
sampling technique and data collected using
questionnaires analyzed using inferential
statistics to reveal a high positive correlation
between time management and academic
achievement. Nevertheless, the study did not
consider the influence of students’ time-
management and their levels of self-motivation
although self-motivation mediates the
relationship between time management and
academic achievement. There was, therefore,
need for the present study to investigate whether
time management might be used to increase
students' levels of self-motivation.
2.2.5 Autonomy-supportive teaching and
learning environment
Autonomy-supportive teaching is teaching that
results in the autonomous motivation of the
students. SDT postulates that humans have
three innate psychological needs of competence,
autonomy, and relatedness, which when the
satisfied result in enhanced self-motivation
[11,23]. Autonomy-supportive teachers catalyze
in their students greater intrinsic motivation,
curiosity, and the desire for challenge [7].
Subsequently, the present study explored
autonomy-supportive teaching as a strategy for
increasing students’ self-motivation.
According to [14], strategies for increasing
students’ motivation include promoting mastery
learning, creating a school culture that
emphasizes the importance of academic
achievement, involving parents in efforts to
increase student motivation and consistent
communication of academic purposes and
expectations [14]. These techniques are
envisaged to give the student the autonomy to
explore and the safety of support and guidance
as the student explores their environment.
However, the methods to use in autonomy-
supportive teaching remained to be explored.
Therefore, [62] in the Netherlands presented tips
on how to engage in autonomy-supportive
teaching behaviours that stimulate motivation in
students. The teaching tips they presented
included nurturing students’ needs with
emotional support, guided active participation in
class with optimal challenges, and use of
empowering language [62]. However, these tips
left out parents and friends of the student who

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
9
might be necessary for autonomy-supportive
learning. This was important because [10] had
found that relatedness with teachers, parents,
and friends to offer a unique complementary
contribution to the academic pursuits with
parents having a more important influence on
students’ academic values than teachers or
friends do. Effective teachers, therefore, might be
expected to use supportive autonomy techniques
to generate self-motivation in their students.
In addition, [63] investigated second language
learners' motivation and the ways in which the
teachers supported the students' motivation in
Thailand. Data were collected using
questionnaires and observation schedules. The
study findings showed that while autonomy-
controlling strategies were commonly used,
autonomy-support strategies were found only in
highly motivated and high performing
classrooms. The findings suggested the use of
strategies that initialize and nurture students’
internal motivation in order to enhance
sustainable learning. However, the study was a
purely quantitative one that did not probe the
respondent's meanings as is found in the present
qualitative research.
This is what [64] found out when reporting that
motivating teachers to use far more supportive
motivational practices than non-motivating
teachers who use a preponderance of practices
that undermine student motivation. In the study,
[64] presented motivation strategies for academic
achievement as extrinsic rewards, cooperative
learning, social interactions, student autonomy
and choice, situational interest, goal setting,
competition, relevancy, meaning-making and
real-world connections. This suggests that study
techniques involving group work and peer
teaching might be successful in increasing
students’ self-motivation. However, this was left
unexplored and hence the present study filled
that gap in the literature.
3. MATERIALS AND METHODS
3.1 Research Design
This study used the phenomenological design
within the qualitative approach. Phenomeno-
logical design, according to [65], is a flexible
method that is adapted to be suitable in
explicating the phenomenon under investigation.
Qualitative research relates to understanding
aspects of social life and generates words as
data for analysis [66].
The phenomenological design within the
qualitative approach was appropriate for the
present study because [11] posits that SDT is a
theory of human motivation that examines a wide
range of phenomena across gender, culture,
age, and socioeconomic status. The present
study therefore investigated the strategies for
increasing students’ self-motivation as a
phenomenon that is explicated from the
respondents using explanation of feelings and
meanings as data.
3.2 Study Participants
The study participants were students in
secondary school in Kisumu County, Kenya. The
population of the study was 113,314 secondary
school students. A sample of 224 students was
drawn from the population using convenient
sampling technique. The sample was fairly small
in relation to the population because, according
to [66], samples in qualitative studies are usually
small and not necessarily representative of the
broader population. The sample was then
divided into four focus groups of 56 students
each from which qualitative data was collected
using a focus group discussion guide. Focus
groups were used to collect data because
teenagers find it easier to express themselves in
groups [67].
3.3 Demographic Information
Demographics information in research is
important because it might highlight salient
differences in the responses and cause better
understanding of the results [68]. The present
study had a sample that included 112 girls and
112 boys with an age bracket from 17 to 20
years old. A majority of the students came from
low-income socioeconomic homes found in the
slums of Kisumu County.
3.4 Research Instrument
The data collection instrument was focus
group discussion guide using the method of
data collection called focus group discussion
from a focus group. According to [69], focus
group is a planned, facilitated discussion
designed to obtain perceptions on an issue in a
permissive, non-threatening environment [69].
Focus groups are good for generating creative
ideas by allowing participants to question each
other and to elaborate upon their answers in a
spontaneous give and take social interaction
[69].

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
10
The focus group guide used in the present study
was piloted for trustworthiness using students
who did not participate in the final study. On
trustworthiness of qualitative, which corresponds
to reliability and validity in quantitative data, [70]
posited that trustworthiness of a qualitative data
is important to evaluating the worth of the
qualitative research. In addition, [70] identified
the conditions for trustworthiness as involving
establishing credibility, transferability,
dependability and confirmability of the interview
schedule items and resultant findings. Therefore,
that was the purpose and achievement of the
piloting of the focus group guide in the present
study.
3.5 Data Collection Procedures
The purpose and objective of the study were
communicated to the participants before the time
for data collection. The Focus Group members’
selection was on a voluntary basis with guidance
from the researcher who was also the facilitator
of the discussion. Each focus group chose a
secretary who was writing down what the
participants were saying in summarized form
while the researcher taped the discussions
verbatim.
3.6 Data Analysis
The qualitative data collected were analyzed
using thematic analysis according to the steps of
thematic analysis, which are familiarization with
the data, coding, searching for themes, reviewing
themes, defining and naming themes and writing
up [71].
4. RESULTS AND DISCUSSION
The data was analyzed according to the
objective of the study. The study findings
revealed that there were strategies that might
be effective in increasing students’ self-
motivation.
4.1 Self-Discipline
The first thematic area to emerge in data
analysis was that of self-discipline. The
respondents reported that practice of self-
discipline would result in the students having the
self-motivation to achieve academic success.
One respondent said, “I would advise fellow
students to accept correction, be focused, avoid
laziness and stop indiscipline,” as another
reported, “Students should know that discipline,
determination, teamwork and prayer leads to
success.”
The finding that self-discipline is perceived to be
able to increase students’ self-motivation was
similar to the findings of [30,31,36,38] who
reported a positive association between self-
discipline and self-motivation as captured in
academic performance. The finding of the
present study was however opposed to those of
[28] who reported that discipline minimally
influences self-motivation, [35] who reported a
negative relationship between self-control and
academic performance and [37] who reported no
effects between self-discipline and self-
motivation.
The theoretical framework for the present study,
SDT, has been presented as seeking to
understand human motivation by underscoring
humans' inner resources for personality
development and behavioral self-regulation [23].
Therefore, the finding of the present study that
self-discipline, which is a form of self-regulation,
might be used as a strategy for increasing
students’ self-motivation, agreed with this
postulate of SDT.
4.2 Goal Orientation
The second thematic area to emerge was that of
goal orientation. The respondents expressed the
belief that if students have goal orientation in
their academic lives then they would be self-
motivated to achieve academic success. A
respondent captured this when he said, “They
should avoid saying that will not pass exams, be
persistent, have a dream, have a goal to achieve
and be ambitious.” In addition, another student
expressed herself about the goal orientation
when she said, “Students should have plan and
goals, have targets, think about their future and
think big.”
The finding of the present study that goal
orientation might be used to increase students’
self-motivation for academic achievement was
similar to [39,40,41 and 42] who had found that
all types of goal orientation resulted in higher
academic performance mediated by self-
motivation. The finding of the present study was
however opposed to that of [43] who had
reported that only mastery goals motivated
academic achievement.
In SDT, which formed the theoretical framework
for the present study, [23] have posited that

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
11
people use long-term goals to guide their
activities to achieve intrinsic aspirations and
extrinsic aspirations in causality orientation.
Therefore, the finding of the present study that
use of goals that is the product of goal orientation
might be effective in increasing students’ self-
motivation agrees with the postulate of SDT on
causality orientation.
4.3 Extrinsic Motivation
The third theme to emerge was the efficacy of
extrinsic motivation to produce self-motivation.
The respondents felt that extrinsic motivation
would successfully result in the learners being
self-motivated to achieve academic success.
Concerning those who needed self-motivation, a
respondent said, “They should be advised to
acquire the new method of learning” before
another added, “They should go back to the
study tips they used to use. The student should
look where the rain started beating you (African
Proverb meaning, Look for your solutions where
your problems started).”
A third respondent said, “The teachers should
increase pressure (pressure is euphemism
among the students for punishment) on the
person so that they perform better academically.”
Moreover, another student said, “The student
should look for a new method of studying.”
The finding of the present study that extrinsic
motivation might be effective in building the
students’ self-motivation was similar to the
findings of [44] and [45]. These studies had
suggested that extrinsic motivation was effective
in increasing the self-motivation among students.
On the other hand, the finding of the present
study was contrary to the findings of [14,46,47].
These studies had reported that self-motivation
increased with intrinsic motivation and not
extrinsic motivation.
In the theoretical framework of the present study,
[7,23] had posited that extrinsic motivation might
be effective in increasing self-motivation because
of the more autonomous aspects of extrinsic
motivation such as introjection, identification and
integration. These more autonomous types of
extrinsic motivation, [9] further posited, were
almost as effective as intrinsic motivation
because the motivated persons assimilated new
values through evaluation, and brought the
values into congruence with their inner values
and needs. This construct of integrated extrinsic
motivation explains why students in the present
study reported that extrinsic motivation might be
used to increase their self-motivation, which is an
intrinsic motivation.
4.4 Time Management
The fourth theme to emerge from the findings of
the present study was that time management
was effective in increasing students’ self-
motivation. On how to increase the self-
motivation among the students, one of the
students responded by saying, "They should
be time conscious, have a personal timetable
that they actually use, make good use of their
time and avoid procrastination." Another
responded by saying, "They should spend
more time studying and stop wasting time with
betting, chatting, storytelling and walking up and
down".
The finding that time management leads to
increase in self-motivation to learn among
students was similar to a preponderance of
studies [49,50,51,52,53,54,55,61]. These studies
had all reported that time management increased
academic performance, which in the present
study is mediated by self-motivation.
The findings of the present study were however
contrary to those of [56] and [57]. In addition, it
was contrary to findings by [59]. These studies
had all reported that there was no relationship
between time management and academic
achievement.
The theoretical framework of the present study,
SDT, approaches human motivation using an
organismic metatheory that emphasizes humans'
inner resources for behavioural self-regulation
[23]. Therefore, the present study, which
investigated time management within self-
regulation, concurred with the postulate of SDT
when it found out that time management might
be used to increase students’ self-motivation.
4.5 Autonomy-Supportive Teaching and
Learning Environment
The fifth theme to emerge from the present study
was the use of the autonomy-supportive
environment in increasing students' self-
motivation. Asked on how to increase students'
self-motivation, some respondents reported that,
“The members of the senior classes should act
as role models” as another student said, “They
could consult their peers, stop discouraging one

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
12
another and hold group discussions.” In addition,
a respondent said, “They should have fellow
students helping them not to miss anything
(‘guardian angels’), have good friends who don’t
mislead them into maladaptive behaviors and
have a study partner,” as yet another student
reported, “They should practice peer teaching,
read about success stories, socialize with top
students.”
The finding of the present study that autonomy-
supportive teaching might be effective in
increasing students’ self-motivation was similar
to studies by [63,64]. The finding of the present
study was also similar to findings of studies by
[14,62].
The theoretical framework of the present study,
SDT postulated that humans have three innate
psychological needs of competence, autonomy,
and relatedness, which when the satisfied result
in enhanced self-motivation [23,11]. Accordingly,
autonomy-supportive teachers catalyze in their
students greater intrinsic motivation, curiosity,
and the desire for challenge [7]. Therefore, the
finding of the present study that autonomy-
supportive teaching and learning environment
increased students self-motivation was in
concurrence with the postulate of SDT on
psychological needs of competence, autonomy,
and relatedness. .
5. CONCLUSIONS AND RECOMMENDA-
TIONS
The present study makes the following
conclusions:
i. That there are strategies, which teachers,
parents and educational managers and
other stakeholders may use to increase
students’ self-motivation to learn.
ii. That these strategies include teaching and
training students’ in self-discipline, goal
orientation, extrinsic motivation, time
management and autonomy-supportive
environment.
The present study recommends that students
should be taught and trained using the strategies
that increase self-motivation so that they are self-
driven to achieve academic success and lifelong
learning.
The study recommends that a longitudinal study
should be conducted using action research on
these strategies to determine if their effect would
hold over time and in different parts of the world.
The study was limited by its use of convenient
sampling technique which limited the
generalizability of its findings.
COMPETING INTERESTS
Author has declared that no competing interests
exist.
REFERENCES
1. Ferreira M, Cardoso A, Abrantes J.
Motivation and relationship of the student
with the school as factors involved in the
perceived learning. Procedia - Social and
Behavioral Sciences. 2011;29:1707–1714.
2. Kistnasamy EJ. The power of extrinsic
motivation in tertiary education. American
Journal of Educational Research. 2014;
2(6):383–388.
3. Nguyen C. Student motivation and
learning. Masters’ Thesis. Center for
Teaching Excellence, United States
Military Academy, West Point, NY; 2008.
4. Albrecht JR, Karabenick SA. Relevance
for learning and motivation in
education. The Journal of Experimental
Education. 2017;86(1):1–10.
DOI: 10.1080/00220973.2017.1380593
5. Rufini SÉ, Bzuneck JA, Oliveira KL. (). The
quality of motivation among elementary
school students. Paidéia. 2012;22(51):53–
62.
6. Brophy J. Motivating students to learn,
second edition. Mahwah: Lawrence
Erlbaum Associates, Publishers; 2004.
7. Ryan RM, Deci EL. Intrinsic and extrinsic
motivations: Classic definitions and new
directions. Contemporary Educational
Psychology. 2000b;25:54–67.
8. Gopalan V, Bakar J, Zulkifli A, Alwi A, Mat
R. A review of the motivation theories in
learning. The 2
nd
International Conference
on Applied Science and Technology 2017
(ICAST’17); 2017.
9. Ryan RM, Deci EL. Self-determination
theory and the facilitation of intrinsic
motivation, social development, and well-
being. American Psychologist. 2000;55(1):
68–78.
10. Legault L, Green-Demers I, Pelletier L.
Why do high school students lack
motivation in the classroom? Toward an

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
13
understanding of academic amotivation
and the role of social support. Journal of
Educational Psychology. 2006;98(3):567–
582.
11. Deci EL, Ryan RM. Self-determination
theory. International Encyclopedia of the
Social & Behavioral Sciences, 2nd edition.
2015;21:486 – 491.
12. Liu HJ. The relation of academic self-
concept to motivation among university
EFL students. Feng Chia Journal of
Humanities and Social Sciences. 2010;20:
207–225.
13. Herrero DM. The relationship among
achievement motivation, hope, and
resilience and their effects on academic
achievement among first year college
students enrolled in a Hispanic-serving
institution. Doctoral Dissertation. Texas
A&M University-Corpus Christi Corpus
Christi, Texas; 2014.
14. Brewster C, Fager J. Increasing student
engagement and motivation: From time-
on-task to homework. Northwest Regional
Educational Laboratory; 2000.
15. Farquharson A. Enhancing the self-
directed learning skills of students entering
practicum. SCUTREA Conference
Proceedings. 2003;37–56.
16. Alshehri EA. Motivational strategies: The
perceptions of EFL teachers and students
in the Saudi higher education context.
Doctoral Dissertation. University of Salford;
2013.
17. Ritho R. The influence of student
motivation on academic performance in
public secondary schools in Dagoreti
Subcounty, Nairobi, Kenya. Post Graduate
Diploma in Education Project, University of
Nairobi; 2015.
18. Chinyoka K. Causes of school dropout
among ordinary level learners in a
resettlement area in Masvingo, Zimbabwe.
Journal of Emerging Trends in Educational
Research and Policy Studies
(JETERAPS). 2014;5(3):294-300.
19. Doll J, Eslami Z, Walters L. Understanding
why students drop out of high school,
according to their own reports: Are they
pushed or pulled, or do they fall out? A
comparative analysis of seven nationally
representative studies. SAGE Open. 2013;
1–15.
20. Kenya National Bureau of Statistics
(KNBS). Exploring Kenya’s inequality:
Pulling apart or pooling together? Kisumu
County. Kenya National Bureau of
Statistics (KNBS) and Society for
International Development (SID); 2013.
21. Commission for revenue allocation. Kenya
County Fact Sheets; 2011.
Available:http://siteresources.worldbank.or
g/INTAFRICA/Resources/257994-
1335471959878/Kenya_County_Fact_She
ets_Dec2011.pdf
[Accessed April 3 2018]
22. Martin G. Understanding motivation for
lifelong education, through biography,
complexity and control. Doctoral
Dissertation. University of Birmingham;
2011.
23. Deci EL, Ryan RM. Self-determination
theory: A macrotheory of human
motivation, development, and health.
Canadian Psychology. 2008;49(3):182–
185.
24. Akhtar S, Iqbal M, Tatlah I. Relationship
between intrinsic motivation and students’
academic achievement: A secondary level
evidence. Bulletin of Education and
Research. 2017;39:2:19–29.
25. Osma I, Kemal F, Radid M. Analysis of
determinants and factors motivating
students in higher education: Case of the
students of chemistry at the Ben M'sik
faculty of sciences. Procedia - Social and
Behavioral Sciences. 2015;197:286–291.
26. Henden E. What is self-control?
Philosophical Psychology. 2008;21(1):69–
90.
27. Gorbunovs A, Kapenieks A, Cakula S.
Self-discipline as a key indicator to
improve learning outcomes in e-learning
environment. Procedia - Social and
Behavioral Sciences. 2016;231:256–262.
28. Priyono P, Marzuki M, Soesatyo Y.
Influence of motivation and discipline on
the performance of employees: Studies on,
CV Eastern Star Home in Surabaya).
Journal of Global Economics,
Management and Business Research.
2016;5(3):212– 220.
29. Kuhnle C, Hofer M, Kilian B. The
relationship of self-control, procrastination,
motivational interference and regret with
school grades and life balance. Diskurs
Kindheits- und Jugendforschung Heft 1, S.
2011;31–44.
30. Jung KR, Zhou AQ, Lee RM. Self-efficacy,
self-discipline and academic performance:

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
14
Testing a context-specific mediation
model. Learning and Individual
Differences. 2017;60:33–39.
31. Zimmerman B, Kitsantas A. Comparing
students’ self-discipline and self-regulation
measures and their prediction of academic
achievement. Contemporary Educational
Psychology. 2014;39(2):145–155.
32. Zettler I. Self-control and academic
performance: Two field studies on
university citizenship behavior and
counterproductive academic behavior.
Learning and Individual Differences. 2011;
21(1):119–123.
33. Honken N, Ralston P, Tretter T. Self-
control and academic performance in
engineering. American Journal of
Engineering Education. 2016;7(2):47–57.
34. Duckworth AL, Seligman ME. Self-
discipline outdoes IQ in predicting
academic performance of adolescents.
Psychological Science. 2005;16(12):939 –
944.
35. Karim S, Ghavam E. The relationship
between self-control, self-effectiveness,
academic performance and tendency
towards academic cheating: A case report
of a university survey in Iran. Malaysian
Journal of Distance Education. 2011;13(2):
1– 8.
36. Wu H, Kung F, Chen H, Kim Y. Academic
success of ‘‘Tiger Cubs’’: Self-control (not
IQ) predicts academic growth and explains
girls’ edge in Taiwan. Social Psychological
and Personality Science. 2016;1–8.
37. Tarabashkina L, Lietz P. The impact of
values and learning approaches on student
achievement: Gender and academic
discipline influences. Issues in Educational
Research. 2011;21(2):210–231.
38. Simba NO, Agak JO, Kabuka EK. Impact
of discipline on academic performance of
pupils in public primary schools in
Muhoroni Sub-County, Kenya. Journal of
Education and Practice. 2016;7(6):164–
173.
39. Srivastava S, Angelo KM. Optimism,
effects on relationships. In H. T. Reis and
S. K. Sprecher (Eds.), Encyclopedia of
human relationships. Thousand Oaks, CA:
Sage; 2009.
40. Saylo MC, Saylo MM. Goal-oriented
anxiety-free learning: A teaching-learning
theory. International Journal of Education
and Learning. 2015;4(1):27–34.
41. Radosevich D, Allyn M, Yun S. Goal
orientation and goal setting: Predicting
performance by integrating four-factor goal
orientation theory with goal setting
processes. Seoul Journal of Business,
2007;13(1):21–47.
42. Roebken H. Multiple goals, satisfaction,
and achievement in university
undergraduate education: A Student
Experience in the Research University
(SERU) project research paper. Center
for Studies in Higher Education,
Research & Occasional Paper Series.
2007;1–20.
43. Stirling D. Motivation in education. Aichi
Universities English Education Research
Journal. 2013;29:51–72.
44. Anderson A, Hattie J, Hamilton R.. Locus
of control, self-efficacy and motivation in
different schools: Moderation, the key to
success? Self-Concept Research: Driving
International Research Agendas. 2005;1–
16.
45. Carpenter JH. Locus of control &
motivation strategies for learning
questionnaire: Predictors of student
success on the ATI Comprehensive
Predictor exam & NCLEX-RN examination.
Doctoral Dissertation. University of
Kansas; 2010.
46. Kader AA. Locus of control, student
motivation, and achievement in principles
of microeconomics. American International
Journal of Contemporary Research. 2014;
4(9):1–11.
47. Saeed S, Zyngier D. How motivation
influences student engagement: A
qualitative case study. Journal of
Education and Learning. 2012;1(2):252–
267.
48. Eastern Illinois University (n.d.). Time
Management.
Available:http://www.eiu.edu/herc/downloa
ds/TimeManagement.pdf
[Accessed: April 4 2018]
49. Ghiasvand A, Naderi M, Tafreshi M,
Ahmadi F, Hosseini M. Relationship
between time management skills and
anxiety and academic motivation of
nursing students in Tehran. Electronic
physician. 2017;9(1):3678–3684.
50. Hassanbeigi A, Askari J, Nakhjavani M,
Shirkhoda S, Barzegar K, Mozayyan M,
Fallahzadeh H. The relationship between
study skills and academic performance of

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
15
university students. Procedia - Social and
Behavioral Sciences. 2011;30:1416–1424.
51. Basila C. Good time management and
motivation level predict student academic
success in college on-line courses.
International Journal of Cyber Behavior,
Psychology and Learning. 2014;4(3):45–
52.
52. Kamaruddin S, Omar K, Muda M, Saputra
J, Ismail S. Motivation, time management
and work performance among female
workers in Malaysia. International Journal
of Advanced and Applied Sciences. 2017;
4(12):273–280.
53. Channar Z, Shaikh S, Pathan P, Mughal S.
Impact of time management on
organizational performance; 2015.
Available:http://sujo.usindh.edu.pk/index.p
hp/THE-WOMEN/article/view/883/834
[Accessed: 30
th
March 2018]
54. Kaushar M. Study of impact of time
management on academic performance of
college students. Journal of Business and
Management. 2013;9(6):59–60.
55. Sahito Z, Vaisanen P. Effect of time
management on the job satisfaction and
motivation of teacher educators: A
narrative analysis. International Journal of
Higher Education. 2017;6(2):213–224.
56. Twehues A. Success and the balance of
commitment and time: Effects of perceived
time management control on college
student performance. Honors Theses.
2013;130.
Available:https://encompass.eku.edu/hono
rs_theses/130
[Accessed: March 31, 2018]
57. Nasrullah S, Khan M. The impact of time
management on the students’ academic
achievements. Journal of Literature,
Languages and Linguistics. 2015;11:66–
71.
58. Pehlivan A. The effect of the time
management skills of students taking a
financial accounting course on their course
grades and grade point averages.
International Journal of Business and
Social Science. 2013;4(5):196–203.
59. Sayari K, Jalagat R, Dalluay V. Assessing
the relationship of time management and
academic performance of the business
students in Al-Zahra College for women.
European Business & Management.
2017;3(1):1–8.
60. Swart A, Lombard K, Jager H. Exploring
the relationship between time
management skills and the academic
achievement of African engineering
students – a case study. European Journal
of Engineering Education. 2009;35(1):79–
89.
61. Oyuga P, Raburu P, Aloka P. Relationship
between time management and academic
performance among orphaned secondary
school students of Kenya. International
Journal of Applied Psychology. 2016;6(6):
171–178.
62. Kusurkar RA, Croiset G, ten Cate OJ.
Twelve tips to stimulate intrinsic motivation
in students through autonomy-supportive
classroom teaching derived from Self-
Determination Theory. Medical Teacher.
2011;33:978–982.
63. Vibulphol J. Students’ motivation and
learning and teachers’ motivational
strategies in English classrooms in
Thailand. English Language Teaching.
2016;9(4):64–75.
64. Girmus R. How to motivate your students.
Paper presented at the National Institute
for Staff and Organizational Development
Conference, May 27-30, 2012, Austin, TX;
2011.
65. Holroyd C. Phenomenological research
method, design and procedure: A
phenomenological investigation of the
phenomenon of being-in-community as
experienced by two individuals who have
participated in a community building
workshop. Indo Pacific Journal of
Phenomenology. 2001;1(1):1-10.
66. Patton M, Cochran M. A guide to using
qualitative research methodology; 2002.
Available:https://cloudfront.ualberta.ca/-
/media/science/research-and-
teaching/teaching/qualitative-research-
methodology.pdf
[Accessed April 4 2018]
67. Nyumba T, Wilson K, Derrick C, Mukherjee
N. The use of focus group discussion
methodology: Insights from two decades of
application in conservation. Methods in
Ecology and Evolution. 2018;9:20–32.
68. Beel J, Langer S, Nürnberger A,
Genzmehr M. The impact of demographics
(age and gender) and other user-
characteristics on evaluating recommender
systems. In proceedings of the 17
th
International Conference of Digital

Odanga; ARJASS, 6(4): 1-16, 2018; Article no.ARJASS.41354
16
Libraries (TPDL, 2013). Valletta, Malta.
2013;400–404.
69. Campbell R. Guide to focus group
discussions; 2008.
Available:https://www.marketlinks.org/sites
/default/files/resource/files/ML6294_mr_13
8_guide_to_focus_group_discussions.pdf
[Accessed: April 4 2018]
70. Korstjens I, Moser A. Series: Practical
guidance to qualitative research. Part 4:
Trustworthiness and publishing, European
Journal of General Practice. 2017;
24(1):120-124.
DOI: 10.1080/13814788.2017.1375092
71. Clarke V, Braun V. Teaching thematic
analysis: Overcoming challenges
and developing strategies for effective
learning. The Psychologist. 2013;26(2):
120–123.
_________________________________________________________________________________
© 2018 Odanga; This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited.
Peer-review history:
The peer review history for this paper can be accessed here:
http://www.sciencedomain.org/review-history/25636