Abstract:
Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks
that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools
are below average. Thus, the purpose of this study was to determine the relationship between achievement motivation
characteristics and academic achievement among gifted and talented learners in public primary schools in Nairobi County. The
study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII
totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified
sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and
10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted
and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was
conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability.
Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined
using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated
high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms.
Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product
Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses.
Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public
schools benefitted from achievement motivation. Analysis of the results addressing H0: showed that achievement motivation has a
statistically significant influence on academic achievement among gifted and talented learners in public primary schools in
Nairobi County. The variable is positively correlated with number work activities (r = .581, p = .001), language activities (r =
.556, p = .002), and essential life skills (r = .514, p = .004). It was recommended that Teachers and parents should create an
appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated
learning, and problem-solving approach to improve their academic achievement.
Keywords: Achievement Motivation Characteristics; Academic Achievement; Gifted and Talented Learners; Public Primary
Schools; Nairobi County
