Teacher classroom interactive behavior and students’ mathematics performance in public secondary schools, Makindye Division, Kampala, Uganda
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Date
2019-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, college of Education,open and distance -learning.
Abstract
The study investigated teacher classroom interactive behavior and students’
mathematics performance in public secondary schools in Makindye Division,
Kampala, Uganda. The study objectives were; to examine the relationship between
classroom management and student’s mathematics performance in public secondary
schools, to establish the relationship between lesson development and student’s
mathematics performance in public secondary school and to assess the relationship
between materials use and student’s mathematics performance in public secondary
schools. The study employed descriptive correlational design. Correlation was used
to determine the relationship between teacher classroom interactive behavior and
student’s mathematic performance. The researcher used both qualitative and
quantitative approaches. This method was good at providing a better understanding
of the research problem. The target population was 993 respondents, which included
senior four students and 12 mathematics teachers from four selected schools.
Questionnaires, observation checklists and interview guide were used to gather data.
Frequency, percentage, means, standard deviations and Pearson Linear correlation
coefficient were used to analyze the data. The findings on this first objective
revealed that teachers’ classroom management had no significant relationship on
students’ performance in mathematics in the studied schools. The findings also
showed that there is an insignificant relationship between lesson development and
students’ mathematics performance. On materials use the findings showed that
there is insignificant relationship on the students’ mathematics performance. Based
on the findings the following were the conclusions, that classroom management,
lesson development and materials use have no relationship with students’
mathematics performance. The kind of classroom interactive behaviour exhibited by
mathematics teachers do not help to promote students’ performance in the
mathematics. The study recommends that as for classroom management, a
mathematics teachers need to exhibit flexibility and emphasize roll calls before or
after class. As for lesson development, mathematics teachers need to improve on
the way they begin their lessons to attract, excite and stimulate the students more,
as well as they must use appropriate methods and encourage more student’s
participation In materials used, teachers need to do improvisation of some local
materials which can be used in the lessons.
Description
A thesis submitted to the college of education open and distance e-learning in partial fulfillment of the requirements for the award of the Degree of Master of Educational Management and Administration of Kampala International University
Keywords
Teacher classroom, Interactive behavior, Students’ mathematics performance, Public secondary schools, Uganda