Classroom interaction: an analysis through gender and language use in secondary schools

Samweli, Tumaini

dc.creator	Samweli, Tumaini
dc.date	2019-09-05T08:45:31Z
dc.date	2019-09-05T08:45:31Z
dc.date	2014
dc.date.accessioned	2022-10-20T14:14:17Z
dc.date.available	2022-10-20T14:14:17Z
dc.identifier	Samweli, T. (2014). Classroom interaction: an analysis through gender and language use in secondary schools (Doctoral thesis). The University of Dodoma, Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/1677
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1677
dc.description	Doctoral thesis (PhD Education)
dc.description	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.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Classroom interaction
dc.subject	Secondary schools
dc.subject	Gender
dc.subject	Language use
dc.subject	Students learning
dc.subject	Classroom gender interaction
dc.subject	Language use interaction
dc.subject	Classroom gender equality
dc.title	Classroom interaction: an analysis through gender and language use in secondary schools
dc.type	Thesis