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Research Paper | Pedagogy | Kenya | Volume 12 Issue 1, January 2023 | Rating: 5.1 / 10
Influence of the Interaction between Teachers' Content Knowledge and Classroom Discourse on Students' Performance in Mathematics among Students in Kakamega County, Kenya
Abstract: The use of appropriate classroom discourse is vital to realize good performance in mathematics in secondary schools in Kakamega County, Kenya. The objective of this study was to determine the influence of the interaction between Mathematics teachers' classroom discourse and content knowledge on students' performance in Mathematics. TPACK theory guided the study using the descriptive survey research design. The target population was the 801 Mathematics teachers in public secondary schools in Kakamega County. A sample of 80 Mathematics teachers was selected by a combination of purposive and simple random sampling procedures. Questionnaire, interview schedule, an Observation Schedule, and document analysis guide were used. Data collected were analyzed using descriptive and inferential statistics. ANCOVA was used to test the null hypothesis. Results revealed that teachers' classroom discourse and their Mathematics content knowledge levels do not significantly interact to influence students' academic achievement. These findings have important implications in Mathematics education and are of practical value to teachers, the Teachers Service Commission, the Ministry of Education, as they provide useful information that may be used to formulate policy on how Mathematics classroom discourse should be implemented in order to improve the current students' low performance in mathematics.
Keywords: Interaction, Teachers, Content Knowledge, Classroom Discourse, Students Performance, Mathematics
Edition: Volume 12 Issue 1, January 2023,
Pages: 171 - 177