Browsing by Author "Lwena, Astheria Cassian"

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    Classroom interaction patterns and students performance in mathematics in selected secondary schools in Kinondoni municipality
    (University of Dar es Salaam,, 2017) Lwena, Astheria Cassian
    This study examined the role of classroom interaction patterns in students performance in mathematics in selected secondary schools in Kinondoni Municipaliy in Dar es Salaam city. Specifically, the study sought to identify types of classroom interactions used during teaching of mathematics in selected schools, to examine factors enhancing classroom interactions in selected schools, and to examine the contribution of classroom interactions on students performance in mathematics. Simple random and purposive sampling techniques were used to select respondents for data collection. Data were collected through interviews, observation and documentary review. Data analysis was organised through qualitative reseach approaches. This study found that there were five major types and patterns of classroom interactions in selected schools. These were “teacher-students”, student-student” and “teacher-resource” and teacher-subject matter and “student-subject matter”. However, the common patterns in most of the sample schools were Teacher-Student, Teacher- Learning Resources and Teacher – Subject matter. It was also found that teacher-student was the dominant classroom interaction pattern in the sample schools, which was dominated by questions and answers. Regarding the factors influencing classroom interaction patterns, this study found that the interactions were contributed by the nature of classroom composition (presence of girls and boys students), whereby students’ interactions patterns for single sex schools is somehow different from co-education schools and/or classes. It was found that boys students interact more with the teacher during teaching and learning process than girls students. Another factor influencing classroom interaction was the inadequate strategies to reduce dominance of boy students, which reduced activeness of girls students during learning processes. Therefore, it was advised that strategies to encourage their active participation in learning processes are important for the betterment of their mathematics learning processes. The third major factor influencing classroom interaction is the poor girls commitment in learning mathematics. It was observed that most of the girls students are not willing to study mathematics. Regarding the contribution of classroom interactions on students performance in mathematics, it was found that classroom interaction patterns has significant contribution on students performance in mathematics. The contributing of classroom interaction in learning mathematics is also contributed by the effectiveness of students participation in learning mathematics, determination of students in learning mathematics, and learning environment among students especially girls students. This study concluded that both girls and boys students have high capacity of learning and performing well in m0020athematics provided that effective learning processes techniques can be used. Therefore, this study recommends that there must be deliberate efforts to improve classroom interaction patterns for students’ performance in mathematics. It is recommended that in-service training and review of curriculum should be undertaken in order to improve teaching and learning processes and thus high students performance in mathematics. It is also recommended that learning materials should be provided in order to enhance effective teaching and learning processes through interaction in secondary schools.