Implementation of Classroom-Based Assessment Feedback Strategies on Enhance Subsequent Lesson Plan Preparation at Secondary Schools in Rombo District, Tanzania


Authors : Virgonia Leokari Kavishe; Dr. Bahiya Abdi; Dr. Adam Joseph Chidyau

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/2fscx7bu

Scribd : https://tinyurl.com/4e39ynvh

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG644

Abstract : This study investigated the implementation of classroom-based assessment (CBA) feedback strategies on enhance subsequent lesson plan preparation at Secondary Schools in Rombo District, Tanzania. The study was guided by Reflective Practice Theory introduced by Donald Schon in the 1980s. This study adopted convergent design under a mixed methods approach. Target population of the study was 51 secondary school, 51 Heads of schools, 170 secondary school mathematics teachers, 270 Internal School Quality Assurers (ISQA), 28 Ward Educational Officers (WEO) in Rombo district Council. The study employed probability and non-probability sampling techniques including purposive and simple random sampling techniques. The sample size consisted of 16 secondary schools, 16 heads of schools, 51 mathematics teachers, 8 WEO and 32 ISQA, making a total number of 107 respondents. Research instruments included questionnaires, interview schedules and document analysis schedules. Quantitative data were analyzed by sorting data in frequencies, percentages, and means, with the aid of statistical Package for Social Science (SPSS) version 26. Qualitative data was analyzed through transcribing and contextual analysis. The study found that Classroom based assessment (CBA) feedback strategies had a significant influence on subsequent lesson plan preparation to mathematics teachers in Rombo district council. The study the study highlighted the crucial role of motivation in mathematics teaching and learning, benefited both teachers and students in creating a conducive learning environment for CBA feedback practices. The study recommended that Mathematics teachers should seek opportunities for professional development workshops focused on reflective feedback in lesson planning. Additionally, mathematics teachers should explore and utilize technology tools for analyzing assessment data, as they are viewed positively and can contribute to enhanced education and time-saving.

Keywords : Implementation, Classroom-Based Assessment Feedback, Subsequent and Preparation.

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This study investigated the implementation of classroom-based assessment (CBA) feedback strategies on enhance subsequent lesson plan preparation at Secondary Schools in Rombo District, Tanzania. The study was guided by Reflective Practice Theory introduced by Donald Schon in the 1980s. This study adopted convergent design under a mixed methods approach. Target population of the study was 51 secondary school, 51 Heads of schools, 170 secondary school mathematics teachers, 270 Internal School Quality Assurers (ISQA), 28 Ward Educational Officers (WEO) in Rombo district Council. The study employed probability and non-probability sampling techniques including purposive and simple random sampling techniques. The sample size consisted of 16 secondary schools, 16 heads of schools, 51 mathematics teachers, 8 WEO and 32 ISQA, making a total number of 107 respondents. Research instruments included questionnaires, interview schedules and document analysis schedules. Quantitative data were analyzed by sorting data in frequencies, percentages, and means, with the aid of statistical Package for Social Science (SPSS) version 26. Qualitative data was analyzed through transcribing and contextual analysis. The study found that Classroom based assessment (CBA) feedback strategies had a significant influence on subsequent lesson plan preparation to mathematics teachers in Rombo district council. The study the study highlighted the crucial role of motivation in mathematics teaching and learning, benefited both teachers and students in creating a conducive learning environment for CBA feedback practices. The study recommended that Mathematics teachers should seek opportunities for professional development workshops focused on reflective feedback in lesson planning. Additionally, mathematics teachers should explore and utilize technology tools for analyzing assessment data, as they are viewed positively and can contribute to enhanced education and time-saving.

Keywords : Implementation, Classroom-Based Assessment Feedback, Subsequent and Preparation.

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