Secondary School Teachers ' Utilization of Feedback in the Teaching and Learning of Mathematics in Tanzania
Abstract
This study presents the findings of a study conducted to explore secondary school mathematics teachers ' understanding and utilization of feedback in the teaching and learning of mathematics in Tanzania. The study was anchored on the premise that effective feedback is a prerequisite for the successful teaching and learning of Mathematics. Feedback given in line with formative assessment helps learners to be aware of any gaps that exist between their desired learning goal and their current knowledge, skills and understanding of the subject matter. The major concern of assessment practices in Tanzania is the fact that feedback as an aspect of formative assessment is not given enough attention in the teaching and learning of mathematics. The study employed a mixed-methods research approach and consisted of 36 respondents drawn from twelve private and public secondary schools in Arusha City and Kinondoni Municipality. The data were collected through interviews, classroom observation and documentary analysis. Quantitative data from classroom observation were analysed statistically using the Mann-Whitney U test and Kruskal-Wallis H test. Qualitative data from interviews were analysed using thematic analysis. The findings showed that mathematics teachers knew little about the utilisation of feedback in teaching and learning mathematics. In particular, the findings indicated that utilisation of feedback in the classroom was influenced by teachers ' demographic characteristics, such as gender, school type and teaching experience, while characteristics such as teachers ' qualifications, number of periods and class size had no influence on teachers ' provision of feedback. The findings further revealed that teachers ' lack of awareness of feedback influenced its effective utilisation in mathematics classes. This study recommends provision of in-service training focusing on formative assessment of mathematics teachers.
Key words: Feedback, formative assessment, classroom assessment, teaching and learning mathematics.
References
Adendorff, S. (2007).Investigating feedback as element of formative assessment in the
teaching of senior phase mathematics. University of Stellenbosch: South Africa.
Adeyemi, B. (2010). Teacher Related Factors as Correlates of Pupils Achievement in Social Studies in South West Nigeria. Electronic Journal of Research in Educational Psychology, 8(1), 313-332
Airasian, P. & Russell, M. (2008).Classroom Assessment €“ Concepts and Applications. Boston: McGraw Hill.
Akinbobola, A. (2004) Effects of co-operative learning strategies on academic performance of students in physics Journal of Research in Education ,1(1), 71-75.
Akiri, A. & Ugborugbo, N. (2008). An Examination of Genders Influence on Teachers productivity in Secondary Schools. Journal of Social Science, 17(3), 185-191.
Atkin, J., Black, P., & Coffey, J. (2001). Classroom assessment and the national science tandards. Washington, DC: National Academies Press.
Bennett, R. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5 €“25.
Biddle, B. J., & Berliner, D. C. (2002).Small class size and its effects. Educational Leadership, 59(5), 12-20.
Black, P. & William, D. (1998).Assessment and classroom learning. Assessment in Education,5(1), 7-74.
Black, P. (1998) Testing: Friend or Foe? Theory and Practice of Assessment and testing. Master classes in education series. London .Falmer press.
Black, P., & William, D. (1998a). Assessment and classroom learning in Assessment in Education: Principles, Policy and Practice, 5(1), 7-74.
Black,P.& William, D.(1998b). "Inside the black box: Raising standards through classroom assessment," Phi Delta Kappan, 80(2), 139-148.
Black, P., Harrison, C., Lee, C., Marshall, B. &William, D. (2004).Working inside the black box: Assessment for learning in the classroom. PhiDelta Kappan, 86(1), 8-21.
Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. (2003).Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press.
Blatchford, P. (2003). The Class Size Debate: is small better? Buckingham, Open University Press.
Boston, C. (2002). The concept of formative assessment: Practical Assessment. Research and Evaluation, 8(9), retrieved November 12, 2015.
Bundu, H &Kagete, P.(2014). Classroom Assessment for Learning ' in Secondary Schools in Kenya.Paper presented at 31 Conference of the Association for educational Assessment in Africa (AEAA).Ngurdoto, Arusha . Tanzania
Carless, D. (2005).Prospects for the implementation of assessment for learning. Hong Kong Institute of Education. Assessment in Education, 12 (1) 39-54.
Creswell, J. (2009). Research designs: A qualitative, quantitative, and mixed method proaches (3rdEd.). Thousand Oaks, CA: Sage.
Crossouard, B. (2009). A socio-cultural reflection of formative assessment and collaborative challenges in the state of Jersey. Research Paper in Education, 41(1), 77-93.
Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London, UK: The Falmer Press.
Good, T., Sikes, J. & Brophy, J. (1973). Effects of teacher sex and student sex on classroom interaction. Journal of Educational Psychology,65(1), 74-87.
Graue, E., Hatch, K., Rao, K., &Oen, D. (2007).The wisdom of class size reduction. American Educational Research Journal, 44(3), 670 €“700.
Greenfield, P. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), 401 €“418.
Harlen, W. (2007).Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, 33(1), 15-28. doi:http://dx.doi.org/10.1016/j.stueduc.2007
Harlen,W. & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy, & Practice 4(3), 365 €“379.
Heritage, M.(2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140 €“146.
Iheanacho, R.(2002). Psychology of learning. Warri: G.O.C International Publishers.
Islahi, F.(2013). Who Make Effective Teachers, Men or Women. An Indian Perspective. Universal Journal of Educational Research,1(4), 285-293.
James, M.(2006). Assessment, teaching and theories of learning. In J. Gardner (Ed).Assessment and learning, (47-60), London: Sage.
Johnson,R. &Onwuegbuzie, A. (2004). Mixed methods research: a research paradigm whose time has come. Educational researcher, 33(7), 14-26.Retrieved from http://www.jstor.org/page/info/about/policies/terms.jsp, July, 2017.
Kitta, S. &Tilya, F. (2010).The status of learner-centred learning and assessment in Tanzania in the context of the competence-based curriculum. Papers in Education and Development,(29), 77-91.
Klenowski, V. (2009) Assessment for learning revisited: an Asia-Pacific perspective. Assessment in Education .Principles, Policy and Practice, 16(3), 263-268.
Lee, I. (2008). Student reactions to teachers ' feedback in two Hong Kong secondary classrooms. Journal of secondary language writing, (17), 144-164.London: FalmerPress.
Malaba, B. (2013).Improving quality of education through classroom assessment: A situational analysis of Tanzania ' s classrooms. Paper presented at 31stConference of the Association for Educational Assessment in Africa (AEAA).Ngurdoto, Arusha. Tanzania.
McMillan, K. (2008) Changing identities: Intercultural dimensions in Scottish educational contexts. Language and Intercultural Communication, 8(2), 119-135.
Mkhwanazi, H. (2014).Teachers ' use of formative assessment in the teaching of reading comprehension to grade 3 learners (Unpublished PhD thesis). University of Pretoria, South Africa.
Nakabugo,M.( 2003). Closing the gap: Continuous assessment in primary education in Uganda (Unpublished doctoral thesis).University of Cape Town. South Africa.
Ndalichako, J.(2015). Secondary school teachers ' perception of assessment. International journal information and education technology, 5(5), 326-330.
Ong ' ele, S. (2007).Effects of teacher characteristics on teaching of mathematics in public secondary schools in Kisumu District, Kenya (Unpublished Master ' s thesis) Maseno University.
Oswalt, G. (2013). Identifying formative assessment in classroom instruction: Creating an instrument to observe use of formative Assessment in practice.(Unpublished Doctoral Thesis). Boise State University. USA
Popham, W. (2008). Classroom assessment: Staying instructionally afloat in an ocean of accountability. In C. A. Dwyer (Ed.).The future of assessment: Shapingteaching and learning (pp. 263 €“278). New York: Lawrence Erlbaum.
Qualters, M. (2000).Using Classroom Assessment Data to Improve Student learning.Center for Effective University Teaching and GE Master Teacher ' s Team, Northeastern University.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
Rivkin, S., Hanushek, E. &Kain, J. (2005): Variable Definitions, Data, and Programs for ' Teachers, Students, and Academic Achievement ' Econometrical Supplementary Material, 73, 2, www.econometricsociety.org/ecta/supmat/4139data.pdf. Retrieved July 24, 2017.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(9) 119-144.
Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4 €“14.
Shepard, L. (2005). Formative assessment: Caveat emptor. ETS Invitational conference. The Future of Assessment: Shaping Teaching and Learning, New York.
Statham, A. Richardson, L. & Cook, J. (1991).Gender and university teaching: A negotiated difference. Albany: State University of New York Press.
Tashakorri, A. &Teddlie, C. (2003) Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage.
Thompson, M., & William, D. (2007).Tight but loose: A conceptual framework for scaling up school reforms. Paper presented at a Symposium entitled: Scaling up teacher professional development in diverse context" at the annual conference of the American Educational Research Association, Chicago, IL.
Vygotsky, L. (1978). Mind in society.Cambridge, MA: Harvard University Press.
Waseka, E., Simatwa, E., &TO, O. (2016). Influence of teacher factors on students ' academic performance in secondary school education. A case study of Kakamega County, Kenya. Greener Journal of Educational Research, 6(4), 151-169.
William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
William, D. & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.).The future of assessment: Shaping teaching and learning. New York: Lawrence Erlbaum Associates.
Wood, T. (2012). Teacher Perceptions of Gender-Based Differences among Elementary School Teachers, International Electronic Journal of Elementary Education, 4(2),317-345.
