The study sought to find out the effects of Gowin’s Vee teaching strategy on secondary school students’ motivation to learn Hooke’s law topic in Physics in Koibatek Sub-County in Kenya. Gowin’s Vee Teaching Strategy is a learning activity involving making a V – shaped representation with two sides: the theoretical and methodological. Data were collected in selected co-educational secondary schools in Koibatek Sub-County, Baringo County. Solomon four non-equivalent control group design was used. Two experimental groups were taught using Gowin’s Vee as treatment and two control groups taught using regular teaching methods. The target population was all Physics students in public secondary schools in Koibatek Sub-County. Purposive sampling was used to select 138 students from four co-educational secondary schools which were randomly assigned to experimental and control groups. The instruments used were Physics Students’ Motivation Questionnaire (PSMQ) to test students’ motivation level. Validity of the instruments was determined by Egerton University lecturers in the Department of Curriculum, Instruction and Educational Management and experienced secondary school Physics teachers in the four selected secondary schools. Reliability of the instruments was established through a pilot test process which was undertaken on the sample of Physics students in a co-educational secondary school in Mogotio Sub-county. Estimation of reliability using Kuder Richardson KR 21 gave 0.94 for PCUAT while Cronbach's alpha coefficient gave 0.88 for PSMQ, which is above 0.7- the accepted value. This study is important in enhancing performance and quality of teaching Physics.