Investigating teacher-learner classroom interaction and its effect on learners’ ability to solve word-problems in secondary schools, Nakuru County, Kenya

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dc.contributor.authorNimely, Dennis R.
dc.date.accessioned2024-07-05T09:01:58Z
dc.date.available2024-07-05T09:01:58Z
dc.date.issued2023-07-15
dc.descriptionArticleen_US
dc.description.abstractThe teaching and learning process in Mathematics classrooms requires teachers to use different strategies which motivate learners and develop analytical and critical thinking skills. Research findings have presented factors that influence learners’ performance and suggestions for possible solutions. Inspite of the findings, learners’ performance in Mathematics remains a global concern. This study was aimed at investigating teacher-learner classroom interaction and its effect on learners’ ability to solve word-problems in secondary schools. The objective was: to establish the effect of teacher-learner classroom interaction on learners’ ability to solve word-problems. The researchers employed the descriptive survey design with quantitative and qualitative methods. A sample of 358 participants were selected through stratified random sampling technique, comprising 10 Mathematics teachers, 338 Form II learners, and 10 Mathematics Heads of Department from secondary schools in Naivasha sub-County, Nakuru County, Kenya. The data collection tools for the study were: Mathematics teachers’ questionnaire, learners’ questionnaire, classroom observational checklist, and Mathematics Heads of Department schedule interview. The researchers reported the data in frequency tables and charts. The findings show that the teachers and Mathematics Heads of Department recognized the effect of teacher-learner classroom interaction on learners’ ability to solve word-problems. Thus, the study suggests that teacher-learner interaction is crucial to word-problem-solving teaching. The data also show that most schools in Naivasha sub-County had overcrowded classrooms. The researchers propose further study of how classroom overcrowding affects learners’ ability to solve word-problems.en_US
dc.identifier.citationNimely Jr, Dennis & Nyamu, Dr. (2023). Investigating teacher-learner classroom interaction and its effect on learners' ability to solve word-problems in secondary schools, Nakuru County, Kenya. 2455-0620. 10.2015/IJIRMF/202307015.en_US
dc.identifier.issn2455-0620
dc.identifier.otherDOI: 10.2015/IJIRMF/202307015
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/28420
dc.language.isoenen_US
dc.publisherResearch Culture Societyen_US
dc.subjectClassroom interactionen_US
dc.subjectWord-problemsen_US
dc.subjectInterpersonalen_US
dc.subjectTeacher-learneren_US
dc.titleInvestigating teacher-learner classroom interaction and its effect on learners’ ability to solve word-problems in secondary schools, Nakuru County, Kenyaen_US
dc.typeArticleen_US
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