Doctoral thesis (PhD Education)This study focuses on classroom interaction in day secondary schools in Mara region. The purpose of the study was to analyze gender as well as language use and their consequences in students‟ learning achievement. Three objectives guided this study, including: the effects of gender construction in the patterns of classroom interaction; gendered language in the instructional materials; and the strategies that should be used to promote gender equality through language use in classroom interaction. The sample comprises students, teachers and heads of schools who were obtained through purposive sampling, stratified random sampling and systematic techniques. A total of 18 participants were interviewed, 12 classes (480 participants) were observed in the teaching and learning process, 60 respondents participated in focus group discussions and 12 participated in the documentary review. Qualitative data collected from observation, in-depth interviews, focus group discussions and documentary. The results of this study indicate that boys and girls differ on most aspects observed in the study. Teacher – student communication in classroom interaction showed bias in favor of boys. Gendered language in instructional materials was evident. These were the prime predictors of gender construction that affect patterns of classroom interaction. The study recommended a set of strategies to teachers, students and policy makers to employ gender sensitive equity in the learning process as aspect amongst educational innovations in Tanzania. Finally, the study concluded that, poor communication amongst students, unequal participation in classroom interaction activities and stereotyping language in instructional materials were the main reasons that hindered students‟ effective interaction in classroom, particularly girls.