Effects of classroom interaction on student academic performance: the case of selected public primary schools in Kahuro district, Murang'a county

Abstract

The purpose of this study was to investigate the effects of classroom interaction on student academic performance in public primary schools in Kahuro District, Murang'a County. A major justification of the study was the problem of the dominance of teacher-led recitation in which role and repetition dominates the classroom discourse with little attention being paid to securing pupils understanding is outdated.

Data was collected from 3 public primary schools within Kahuro District, Murang' a County, and the sample comprised of 10 class teachers and 210 pupils. Data was collected by use of questionnaires. The collected data was qualitatively and quantitatively analysed.

The study revealed that teachers apply learner-centred method of teaching in order to boost learners' confidence, participation and academic performance. In the light of these findings it is recommended that the Ministry of Education should review some of its programmes on teacher education with a view of making learning interesting.