International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Volume 8 Issue 9, September 2019 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Classroom Interaction Patterns and Students’ Learning Outcomes in Secondary School Mathematics in Kenya Dorcas Katiambo *1 , Stanley N Mutsotso 2 , Duncan W Wasike 3 *1 Corresponding Author, Email: dorcaskatiambo[at]gmail.com 2 smutsotso[at]kibu.ac.ke 3 dwekesa[at]kibu.ac.ke Kibabii University, Kenya Abstract: Dismal performance in mathematics continue to persist in all levels of basic and secondary learning institutions yet performance and attainment in this subject is deemed crucial for students’ admission to scientific and technological professi ons in higher institutions of learning in Kenya. This is despite the continued efforts made by the government to increase performance in this subject such as introduction of the Strengthening of mathematics and sciences in secondary education project. Knowledge on the effect of classroom interaction patterns on learning outcomes in mathematics is scanty and undocumented. The purpose of this study therefore was to establish the relationship between the Classroom Interaction Patterns (CIPs) used and the students’ learning outcomes in secondary school mathematics in Mt. Elgon Sub-County. To achieve this objective, a quasi-experimental design was employed. A sample of 450 learners from 10 secondary schools and 10 teachers of mathematics were used in the study. Data was analysed using both descriptive and inferential statistics. Inferential statistics encompassed use of Pearson Product Moment Correlation and t-tests. Results showed that classroom interaction patterns significantly (P<0.05) influenced learning outcomes in mathematics in secondary schools in the study region. The study recommends teachers of secondary mathematics to promote interactive lessons for better learning outcomes Keywords: Classroom interaction patterns, Mathematics learning outcomes, Classroom performance 1. Introduction Over the past decade, public dissatisfaction with school performance in Kenya has included dissatisfaction with mathematics attainment. Many countries in the world are working hard in order to achieve a mathematics economy in which numerical skills prosper. However, many students in countries like Kenya continue to perform poorly at the subject and the situation is wanting given that many professional careers such as medical courses, engineering, architecture and many others require knowledge of mathematics (Ayodo, 2009). Even other competitive engagements like the banking and finance services industry, teaching and real estate ventures are underpinned by advanced mathematics. Mathematics is taken to be a crucial subject for entry into almost every single profession in the world, be it a Chief Executive Officer (CEO), a rocket scientist, a biologist, a real estate agent, a customer service representative, a cashier, a teacher, a nurse, etc. Surprisingly, even entry level qualifications and starting jobs in fields seemingly unrelated to mathematics require mathematics skills, and therefore it is next to impossible to live an independent life in a competitive global economy without mathematical skills (Wile, 2017). Establishing the factors that would eventually improve performance in mathematics therefore has been an area of concern and study across many countries for many years. Research done on classroom interaction practices in Kenya by Ackers and Hardman (2001), found an overwhelming dominance by the teacher in classroom activities. Much of the communication was teacher-directed. The teacher directed the question and answer exchanges with the students, and that a vast majority of these questions were found to be ‘closed’ questions as opposed to ‘open’ questions, which when used generate a lot of conversation between the parties. The classes were also heavily characterized by the teacher recitation approach, where interrogation of the pupils’ knowledge and understanding of the subject matter turned out to be the most common form of teacher-pupil interaction. Ackers and Hardman (2001) also found that classroom interaction practices were highly hampered by the lack of the learning materials and the poor physical condition of the classrooms. Due to lack of learning materials, the learners hardly enjoyed the lessons since they had limited activities they could be participate in in their classrooms. The students also experienced a lot of discomfort because of the uncondusive learning conditions. The classrooms appeared poorly arrangement, not cleaned well, lacked storage facilities, lacked appropriate furniture and also lacked adequate ventilation. Learning could have appeared like a punishment after all. This study was done on primary schools and in mathematics, English and science lessons in a few selected schools. However, the sample was not big enough to generalize the findings among all primary schools in Kenya, neither does it reveal nor confirm that similar if not same practices and challenges are observed or encountered in secondary school classrooms. Some evidence on the kind of interaction practices that go on in secondary mathematics classrooms was meant to help generalize the findings to both the primary and secondary school levels, since many students in the Kenyan secondary schools perform poorly in this subject. Over a long time, teachers have adopted the traditional approach of teaching where the learners rely heavily on the content presented by their teachers. Interaction among learners and teachers and amongst learners themselves has Paper ID: ART20201246 10.21275/ART20201246 1405