Pupils’ lack of interest in mathematics at tender ages in primary school has been observed to be one of the major causes of low performance in the subject as learners progress in the academic pursuit. Among other factors, Teacher-Pupil relationship remains one of the grey areas that require an in-depth examination to understand its influence on the pupils’ interest in mathematics in Osun State primary schools. This study, therefore, investigated the influence of teacher-pupil relationship on pupils' interest in learning Mathematics, so as to enhance teachers’ knowledge on strategies to adopt for improving pupils’ academic achievement in mathematics. The study adopted a descriptive survey research design. A total of 100 pupils were randomly selected from both public and private primary schools in Ife Central Local Government Area. Data was collected using a validated questionnaire with a reliability coefficient of 0.82 determined through Cronbach’s Alpha coefficient and analyzed using frequency count and regression analysis. The results showed that teacher–pupil relationship in Mathematics classroom is positive, that the interest of pupils in learning Mathematics is high and that there is a significant relationship between teacher-pupil relationship and pupils’ interest in learning Mathematics in the study area. The study then concluded that positive teacher–pupil relationship is crucial to pupils’ interest in learning Mathematics and recommended that teachers should continuously strengthen teacher-pupils relationship skills through trainings, pupil-centered pedagogies, regular mentorship and feedback systems.

Classroom management competence is a fundamental professional skill that determines teachers' ability to create and sustain effective learning environments. Despite its importance, many novice teachers experience difficulties in maintaining learner discipline, managing classroom routines, and sustaining learner engagement during instruction. Microteaching has increasingly been recognized as an important teacher preparation strategy that provides pre-service teachers with opportunities to develop classroom management competencies through repeated practice, constructive feedback, and reflective learning. This study determined the extent to which microteaching enhances classroom management competencies among physics teacher trainees in selected public universities in Western Kenya. Guided by Vygotsky's Social Development Theory, the study adopted a convergent parallel mixed-methods research design. The target population comprised physics teacher trainees, physics teacher educators, and Heads of Physics Departments from four public universities. Data were collected using questionnaires, observation schedules, interview schedules, and document analysis guides. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings revealed that microteaching significantly enhanced trainees' classroom management competencies, particularly in maintaining learner discipline, managing lesson transitions, engaging learners actively, improving classroom movement and positioning, and teaching through demonstration. Inferential analysis further established that microteaching had a statistically significant positive influence on classroom management competence (t = 12.907, p < .001). However, classroom observations indicated that some trainees had not fully translated perceived competence into consistent classroom practice. The study concludes that microteaching is an effective instructional approach for developing classroom management competencies among physics teacher trainees. The study recommends strengthening reflective supervision, increasing opportunities for repeated microteaching sessions, and integrating authentic classroom experiences into teacher education programmes to enhance classroom management competence before teaching practice.

This study investigated the influence of cartoon viewing on English language proficiency among children aged 4 to 8 years in Nairobi City County. Recognizing the importance of English as the official language and medium of instruction in Kenyan educational institutions, this research addressed the challenges of English language acquisition in a culturally and linguistically diverse environment. Using an experimental research design, the study evaluated the impact of cartoon viewership on speech proficiency, focusing on four key components: watching and listening to cartoons, cartoon imitation, preference for specific cartoon programs, and cartoon viewership patterns. The target population comprised both public and private primary schools, reflecting Nairobi's varied socio-economic landscape. Participants were divided into experimental and control groups, with pre-test and post-test assessments conducted to measure changes in speech proficiency. Additionally, in-depth interviews with teachers of Grades 1 to 4 provided qualitative insights. Quantitative data were analyzed using paired t-tests, while qualitative data underwent content analysis. The study found that cartoons significantly enhance speech proficiency in children when integrated with active participation like singing, drawing, and role play. Imitating cartoon characters' speech and gestures improved vocabulary, sentence structure, and expressive communication. Children’s preferences, such as genre, language, and character type, also influenced speech development, with dialogue-rich, English-language cartoons proving most effective. In addition, viewing patterns like time of day, frequency, and duration impacted outcomes, with consistent, structured exposure yielding better results. The study recommends that practitioners use cartoons intentionally to enhance speech development in children by encouraging active engagement and imitation of characters’ speech and gestures. Educators should integrate dialogue-rich, age-appropriate content into lessons and tailor it to children’s preferences. Viewing should be structured, preferably in the morning, and should exceed one hour to ensure effective learning. Policymakers are urged to embed cartoon-based learning in early education frameworks aligned with the Competency-Based Curriculum. Communities and caregivers should support educational cartoon viewership at home and in communal settings, fostering shared learning and reinforcing communication skills beyond the classroom.