Investigating the Effect of Assessment Feedback on Students’ Learning and Performance in Tanzania: Lessons from Secondary Education Mathematics

Abstract

This qualitative study investigated the effect of assessment feedback on students' learning and performance in Mathematics in form three secondary classes in Moshi Municipality. The study explored the nature of assessment feedback used by Mathematics teachers and the perceived effect of such feedback on students' learning and performance. The sample consisted of 24 form-three students and two (2) Mathematics teachers from two community secondary schools. Employing a case study design, the study used classroom observation, interviews, focus group discussion (FGD), and document analysis as methods of data collection. The data were then coded into patterns, categories and themes. The findings revealed that task-level feedback that is evaluative dominated Mathematics classes. This task level, evaluative feedback either verbal or written does not help learners to get a deep understanding of various concepts through making revisions and solving Mathematical problems of a similar nature which may in turn improve their learning and performance. The study recommends that professional development programmes for in-service teachers focusing on the provision of effective feedback should be conducted regularly to equip them with appropriate knowledge and skills. The programmes will enable teachers to provide effective feedback which will, in turn, enhance students learning and improve performance in Mathematics at CSEE.