Teacher classroom interactive behavior and students’ mathematics performance in public secondary schools, Makindye Division, Kampala, Uganda
| dc.contributor.author | Asmaa, Elsayed Emara | |
| dc.date.accessioned | 2019-11-27T06:46:44Z | |
| dc.date.available | 2019-11-27T06:46:44Z | |
| dc.date.issued | 2019-10 | |
| dc.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 | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/4768 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, college of Education,open and distance -learning. | en_US |
| dc.subject | Teacher classroom | en_US |
| dc.subject | Interactive behavior | en_US |
| dc.subject | Students’ mathematics performance | en_US |
| dc.subject | Public secondary schools | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Teacher classroom interactive behavior and students’ mathematics performance in public secondary schools, Makindye Division, Kampala, Uganda | en_US |
| dc.type | Other | en_US |