Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools

Abstract

The integration of diverse assessment methods in teaching mathematics creates a learning environment that promotes meaningful learning among students. This study examines the integration of assessment methods assisted by technology in teaching and learning three-dimensional (3D) geometry in secondary schools in Dodoma region, Tanzania. Data were collected through classroom observation and interviews. Thematic analysis procedures were used to analyse the data from interviews while descriptive statistics was used to analyse data from classroom observations. The results indicated mathematics teachers mainly integrate traditional assessment techniques such as written tasks but they rarely use task-based assessment methods such as exhibitions, game-based assessments, observation, and project-based assessments. Findings indicate further that teachers’ use of technology-aided assessment methods is hindered by limited knowledge of the different types of assessment tasks, limited experience in using technology in assessment, limited access to digital tools, and contextual factors such as large class sizes. The findings call for teachers to be offered professional development opportunities to equip them with the necessary skills to incorporate technology-aided assessment methods in teaching and learning 3D geometry. There is also a need to improve the technological infrastructure for effective teaching and learning.