Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback
Onesme Niyibizi 1 * , Védaste Mutarutinya 2
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1 African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of Education, University of Rwanda, Kigali, RWANDA2 College of Education, University of Rwanda, Kigali, RWANDA* Corresponding Author

Abstract

This study explored the transformative impact of innovative assessment methods and timely feedback on learning outcomes in advanced public secondary mathematics schools within Gasabo District, Rwanda. A total of 139 students and seven teachers participated in a focus group discussion to investigate the efficacy of these pedagogical strategies. The findings indicated that the implementation of innovative assessment methods, such as formative assessments and project-based learning, coupled with a timely feedback approach, significantly enhances students’ comprehension, engagement, and overall performance. Teachers, as facilitators of this process, played a crucial role in creating a supportive learning environment. The study indicated the importance of adopting assessment practices and feedback mechanisms in improving educational outcomes, especially in the context of mathematics education in Rwanda. These insights held promise for teachers seeking to enhance learning outcomes in mathematics and other science, technology, engineering, and mathematics disciplines in the region.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2024, Volume 4, Issue 3, Article No: em064

https://doi.org/10.29333/mathsciteacher/14584

Publication date: 01 Jul 2024

Online publication date: 06 May 2024

Article Views: 195

Article Downloads: 201

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