Mding’i, Elice Tumaini2019-08-142020-01-082019-08-142020-01-082012Mding’i, E.T(2012), Effectiveness of interaction in learners’ understanding of chemistry concepts at certificate of secondary school education in Ilala district, master dissertation, University of Dar es Salaam. Available at(http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=)http://localhost:8080/xmlui/handle/123456789/4154Available in print formThis study investigated the effectiveness of interaction in learners’ understanding of some chemistry concepts. The specific objective of the study was to investigate the extent to which learners’ understanding of concepts varies with the level of interaction in teaching and learning. The study involved 82 Form Three science students taking Chemistry. A quantitative experimental research design using non-equivalent groups was used. Two non-equivalent classes were used as experimental (G1) and control groups (G3) and were treated with different levels of interaction in teaching and learning Volumetric analysis. The instrument for data collection was pre-test post-test. Findings as per t-test analysis for pre-test results revealed that there was no significant difference in learners’ level of understanding of concepts on Volumetric Analysis tested between the two groups involved in this study. Post-test results indicated that the mean difference ( ) between experimental group (G1) and control group (G3) was 28.66. The calculated t-value of 9.05 at df (80) was significant at p-value = 0.00. This results show that there was a significant difference in the post-test scores between the experiment group exposed to maximum interaction compared to the control group which was exposed to minimum level of interaction through lecture method during teaching and learning process. The findings revealed that learners’ understanding of Volumetric Analysis concepts varies with the level of interaction in teaching and learning process where the experimental group (G1) performed better than control group (G3). The study recommends that teachers have to be encouraged to plan and organize more activities which can arouse implementation of a lesson through interaction approach for the purpose of ensuring maximum interaction in the classrooms.enChemistryTeacher-pupil interactionCertificate of secondary educationSecondary schoolsIlala districtTanzaniaThesis