Browsing by Author "Omar, Zuwena Moh'd"

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    A study of formative assessment techniques to promote students' learning and improve mathematics performance at O-level secondary schools in Tanzania.
    (University of Dar es Salaam, 2011) Omar, Zuwena Moh'd
    The study investigated formative assessment techniques undertaken in O-level secondary school Mathematics classrooms, and perceptions or mathematics teacher and students on formative assessment techniques to promote learning, and the ways mathematics teachers use formative assessment techniques to increase students' participation in learning process. Mixed research approaches employing descriptive survey carried out by the study. Three O-level secondary schools in Urban district in Zanzibar Island were purposively selected and involving 11 mathematics teachers and 48 Form Three and Form Four students from these schools formed the sample of the study. Teachers were selected purposively while students were randomly selected. Classroom observation, mathematics teachers' and students' questionnaires and documentary review were employed to collect the necessary data for the study. Data were processed and analyzed quantitatively using SPSS and Microsoft Excel software. Qualitative data analysis techniques were also employed to analyze the data. The results of the study revealed that all teacher and students had positive perception that formative assessment techniques promoted students learning though the majority of teachers did not use frequently the formative assessment techniques because they were less aware of or familiar to them. Oral questioning, class work and homework techniques were only one known to all teachers observed though these techniques were not properly implemented, mainly because majority of teachers did not prepare for using them before the lesson. Though it was also found that most teachers realized the importance of feedback to foster teaming for students, students' exercises were not frequently provided and praise and encouragement were hardly provided students as they did their work. The study recommends MoEVT and TIE to train its mathematics teachers (in-service training) on the use of formative assessment techniques in their classrooms. Furthermore, there is a need for specific study that would investigate how in-service education for mathematics teachers on the use of formative assessment techniques in classroom can affect student mathematics learning and achievement.