Actualizing the Effect of Formative Assessment (FA) Constructive Feedback on Mathematics Teaching and Learning Processes in Kisarawe District Primary Schools
DOI:
https://doi.org/10.61227/8h8xdm86Keywords:
Formative Assessment, Constructive Feedback, Teaching and Learning processesAbstract
Formative assessment (FA) is a dynamic process of collecting and interpreting student understanding data during instruction to provide timely feedback, enabling teachers to adjust lessons and students to improve their learning. This study investigates the effect of FA constructive feedback on mathematics teaching and learning processes in primary schools, with a specific focus on Kisarawe District, where persistent challenges in mathematics performance are observed. Employing a mixed-methods convergent parallel design involving interviews, observations, questionnaires, and document reviews with 149 respondents, the research found that FA significantly enhances pupils' understanding of mathematical concepts, boosts their motivation and confidence, guides teachers in adjusting instruction, promotes active learning and engagement, and fosters a positive classroom environment. The findings, grounded in Constructivist Theory, demonstrate that timely and constructive feedback is a critical component for improving both teaching practices and learning outcomes in primary mathematics, highlighting the need for targeted teacher training and support to overcome implementation barriers such as large class sizes and insufficient pedagogical knowledge.
References
Alordiah, C. (2025). Enhancing learning outcomes through formative assessments in Africa: A systematic review of practices, challenges, and opportunities. E-Kafkas Journal of Educational Research, 12(2), 592-615.
Avvisati, F., & Borgonovi, F. (2020). Learning mathematics problem solving through test practice: A randomized field experiment on a global scale. Educational Psychology Review, 32(3), 791-814. https://doi.org/10.1007/s10648-020-09516-2
Edosomwan, E. (2024). Assessment practices in Nigerian primary mathematics classrooms: A descriptive study. Journal of Educational Measurement and Practice, 12(1), 33-48.
Fatima, I. (2022). Examining the implementation of formative assessment practices in middle school mathematics: A basic qualitative study (Doctoral dissertation, Capella University).
Ker, H. W. (2013). Trend analysis on mathematics achievements: A comparative study using TIMSS data. Universal Journal of Educational Research, 1(3), 200-203. https://doi.org/10.13189/ujer.2013.010309
Kültür, Y. Z., & Kutlu, M. O. (2021). The effect of formative assessment on high school students' mathematics achievement and attitudes. Journal of Pedagogical Research, 5(4), 155-171.
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997
Palm, T., Andersson, C., Boström, E., & Vingsle, C. (2017). A review of the impact of formative assessment on student achievement in mathematics. Nordic Studies in Mathematics Education, 22(3), 25-50.
Pat-El, R. J., Tillema, H., Segers, M., & Vedder, P. (2015). Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students. Assessment in Education: Principles, Policy & Practice, 22(2), 282-298. https://doi.org/10.1080/0969594X.2014.975675
Spaull, N. (2019). Equity and efficiency in South African education: A comparative analysis. International Journal of Educational Development, 66(2), 21-33.
Thinwiangthong, S., Eddy, C. M., & Inprasitha, M. (2020). Mathematics teachers’ abilities in developing formative assessment after the introduction of lesson study and open approach innovations. Malaysian Journal of Learning & Instruction, 17(1), 101-132. https://doi.org/10.32890/mjli2020.17.1.5
Trisnani, N., Retnawati, H., & Wuryandani, W. (2024). Challenges of Indonesian elementary school mathematics teachers in integrating critical thinking into the classroom. Journal on Mathematics Education, 15(3), 905–924.
Tshabalala, T., & Ncube, A. C. (2016). Causes of poor performance of ordinary level pupils in mathematics in rural secondary schools in Nkayi district: Learners’ attributions. Nova Journal of Medical and Biological Sciences, 1(1), 1-6. https://doi.org/10.20286/nova-jmbs-010113
Vandeyar, S., & Killen, R. (2020). Teacher responses to curriculum reform in post-apartheid South Africa. Journal of Curriculum Studies, 52(3), 356-371. https://doi.org/10.1080/00220272.2020.1740320
Wafubwa, R. N., & Csíkos, C. (2022). The impact of formative assessment on the mathematics achievement and metacognitive awareness of secondary school students. Journal of Educational Research, 115(4), 234-245.
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
