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The Effects Of Computer Interactive Multiple Mice Technique And Conventional Methods Of Instruction On Learners' Classroom Interaction In Fractions In Kenyan Primary Schools
Studies attribute poor performance in mathematics in public primary schools to teacher centred teaching methods. However few researches have tried out interventions based on computer interactive multiple mice technique that has demonstrated financial, interactive and collaborative learning benefits enabling learners in resource-constrained schools to share one computer each with their own mouse. The purpose of this paper was to find out if there is difference in classroom interaction between learners taught using computer interactive multiple mice technique and those taught using conventional methods. The study adopted quasi experimental pre-test,post-test,non equivalent groups design. A sam
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