Assessment Techniques Employed by Teachers and Their Influence on Teaching and Learning in Public Preprimary Schools in Sikonge District, Tabora Region, Tanzania

Raymond  Ndomba

doi:10.61227/nz94hv22

Authors

Raymond Ndomba Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/nz94hv22

Keywords:

Assessment Techniques, Teachers, Effective Teaching and Learning, Public Pre Primary Schools

Abstract

This study examined the assessment techniques employed by teachers and their influence on teaching and learning in public preprimary schools in Sikonge District, Tabora Region, Tanzania. The study was guided by constructivist learning theory developed by Jean Piaget (1970) and later expanded by Lev Vygotsky (1978). A mixed research approach with an explanatory sequential design was employed. The study involved 97 respondents, including 81 teachers, 11 head teachers, 4 Ward Education Officers (WEOs), and 1 District Education Officer (DEO). Stratified and simple random sampling techniques were used to select teachers, whereas purposive sampling was used for head teachers, WEOs, and the DEO. Data were collected through questionnaires, interviews, and observation methods. Instrument validity was established through face and content validity, whereas reliability was confirmed through a reliability coefficient of 0.769. Quantitative data were analysed using SPSS version 26, whereas qualitative data were analysed thematically. The findings revealed that most teachers in public preprimary schools lack adequate training and resources to effectively implement diverse assessment techniques. Commonly used assessment methods include observation, storytelling, and portfolios. Despite teachers recognizing the importance of assessment in supporting children’s learning, challenges such as overcrowded classrooms, limited instructional resources, and insufficient professional development hinder effective assessment practices. The study concluded that teachers in public preprimary schools face significant barriers to implementing diverse and developmentally appropriate assessment techniques. This study recommends continuous professional development for teachers, a reduction in class size, and improvements in teaching and learning resources to enhance child-centered assessment practices and improve learning outcomes.

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