Effect of Teachers Instructional Strategies on Students Motivation in Chemistry Subject in Rwandan Public Secondary Schools, a Case of Nyanza District

This study aimed to investigate the effect of teachers instructional strategies on students motivation in chemistry subject in Rwandan public secondary schools in Nyanza district-Rwanda. The study targeted a total of 816 students, 20 teachers, 6 head teachers which makes a target population of 842 participants from which the sample of 271 respondents encompassing students, teachers and head teachers was sampled. Simple random sampling was used to sample students while purposive sampling was used to sample teachers and head teachers. The sample size was determined using Slovins formula. Questionnaires were used to collect data and they were analyzed IBM SPSS. The relationship between teachers instructional strategies and students motivation was established with the help of Karl Pearsons correlation. According to the study results derived from a questionnaire given to students revealed that 119 (85.1 %) reported feeling more interested because of seeing a PowerPoint presentation, and while 224 (87.8%) claimed that using illustrative examples by teachers helped them maintain focus while they were learning. Interestingly, 166 (65.1%) said that their performance has improved because of their instructors instructional tactics, 231 (90.6%) stressed that their teachers do not support collaborative teaching. For teachers who manage to use variety of instructional strategies, students interest was increased therefore the relationship between teachers use of instructional strategies and students motivation was significant (p < 0.05, r = .798). The findings are useful to enhance instructions delivery by teachers. Headteachers should conduct instructional supervision to coach and support teachers to use a variety of instructional strategies.