Assessing the Impact of Formative Assessment on Students` Motivation in Mathematics in Public Secondary Schools in Tanzania

EDUCATION

This study assessed the impact of formative assessment on students` motivation in mathematics in secondary schools in Tanzania. The study was conducted due to the prevailing mass failure of students in mathematics subject. Specifically, it explored the relationship between the frequently used formative assessment methods and motivation to learn mathematics and assessed the extent to which students are motivated in learning mathematics. The study was carried out in six selected secondary schools in Iringa municipality, Tanzania. The study used both quantitative and qualitative research approach whereby descriptive research design was employed. It involved 90 respondents in which 72 were form three students, 12 were secondary school mathematics teachers and 6 secondary school academic teachers. Data collection methods used were questionnaire and documentary review. The quantitative data were analysed using descriptive statistics while qualitative data were organised, transcribed, coded, annotated, and finally, thematically analysed. The results revealed that, formative assessment within mathematics education experiences underutilization of diverse, interactive and engaging methods leading to low student motivation in learning the subject. While formative assessment is seen as valuable for guiding learning and improving student engagement, teachers tend to rely heavily on traditional methods like quizzes and exercises which limits effectiveness on motivating learning progress in mathematics. Thus, Students express dissatisfaction with current practices and find mathematics as irrelevant subject highlighting a need for more advanced and interactive assessment approaches like discussion to better motivate students and enhance their understanding and outcomes. The study recommended for teachers` professional development concerning formative assessment methods.

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