Teachers ' Participation in Mathematics Curriculum Development in Tanzania

Abstract

The aim of the study was to assess the participation of primary school maths teachers in adopting the multiple choice format in grade seven maths exams and to assess effectiveness of this format in assessing pupils' performance. Using a questionnaire, data was collected from 318 grade 6 and 7 maths teachers selected from 268 primary schools in 14 regions in Mainland Tanzania. Effectiveness of the multiple choice format in assessing pupils performance was assessed by administering an exam first in the multiple choice format and later as a non ­ multiple choice to 491 pupils. The results showed that the majority of teachers (98.9%) were not consulted before the format was adopted; the majority of teachers (95%) do not like the multiple choice format in maths exams; and the multiple choice format does not reflect actual learners' ability. It is being recommended that responsible authorities should consider dropping this multiple choice format due to its disadvantages and that teachers' participation should be improved when deciding the best way   to test knowledge in maths.