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Research Paper | Pedagogy | Kenya | Volume 12 Issue 1, January 2023 | Rating: 5.1 / 10
Teachers' Classroom Discourse and Academic Achievement Prediction in Mathematics among Secondary School Students in Kakamega County, Kenya
Abstract: Good education environment as well as Teachers application of suitable classroom discourse is key for the success of students in a mathematics classroom in secondary schools in Kakamega County, Kenya. Specific objective of the study was to establish the level at which Mathematics teachers' classroom discourse could predict students' academic achievement in mathematics. The study was guided by the Technological Pedagogical Content Knowledge (TPACK) theory, and was implemented using the descriptive survey research design via mixed methods approach that combined elements of both qualitative and quantitative methods. The target population was 801 Mathematics teachers in public secondary schools in Kakamega County. A sample of 80 teachers was selected using multistage sampling procedures. Research instruments included questionnaire, observation Schedule, and document analysis guide. Data collected were analyzed using descriptive statistics and Simple Linear Regression. Results revealed that teachers' classroom discourse is a significant predictor of students' academic achievement in Mathematics. These findings have important implications in Mathematics education and provide useful facts and figures that may be used to formulate policy on how Mathematics classroom discourse should be implemented in the current curriculum, with a view of improving the current students' low academic achievement in the subject in Kenya.
Keywords: Classroom Discourse, Academic Achievement, Prediction, Mathematics, School Students
Edition: Volume 12 Issue 1, January 2023,
Pages: 210 - 217