Enhancing Learning and Performance in Mathematics through Effective Assessment Feedback: Insights from Third-Year Secondary School Students and Mathematics Instructors in Moshi Municipality

Abstract

The purpose of this qualitative research was to examine how third-year secondary school pupils in Moshi Municipality benefited from assessment comments in the area of mathematics. Math instructors' perspectives on the impact of assessment feedback on their students' learning and performance were investigated in this research. Two community secondary schools provided the twenty-four students and two mathematics instructors that made up the sample. The research collected data using a case study approach, which included classroom observation, interviews, focus groups, and document analysis. Next, the data was organised into topics, categories, and patterns using coding. Maths classrooms heavily relied on task-level evaluative input, according to the results. Verbal and written evaluation feedback at this task level does not assist students in gaining a thorough grasp of different ideas via the process of making adjustments and solving comparable mathematical problems, which might ultimately lead to improved learning and performance. Findings from the research support the idea that in-service educators would benefit from frequent professional development courses that train them to provide students constructive criticism. Students' learning and performance in mathematics at CSEE will be improved as a result of the programmes' ability to help instructors provide appropriate feedback.