Transformative Motivating Processes Model: Teaching Chemistry While Motivating Learners and Transforming Their Interest in Chemistry

Globally, learners have low motivation and limited interest in learning science subjects. Specifically, in a doctoral study at Unicaf University, it was discovered that in Uganda, a good percentage of learners are not interested in learning chemistry. This paper responds to this practical problem and answers the research question: how can chemistry teachers motivate learners and transform their interest in learning chemistry? The paper used data which the author collected between May and November 2025 in the context of his doctoral study at Unicaf University. The data were collected through a review of seven lesson plans and interviewing eleven chemistry teachers in Mityana and Mubende districts in Uganda. The lesson plan review tool was designed by the author, from which he derived the semistructured interview guide. This paper presents a transformative motivating processes (TMP) model and reveals that to motivate learners and transform their interest in learning chemistry, chemistry teachers should: specify a rationale for learning a given topic, specify learning outcomes, expose learners to real-life experiences, give simple and specific explanations, integrate ICT in teaching and build good teacher-learner relationships. This answers the research question and presents a solution to the practical problem.