Investigating the Impact of Teacher Feedback on Students’ Interest in Mathematics: Insights from Ward Secondary Schools in Morogoro Municipality, Tanzania

Abstract

This study aimed at investigating teachers' feedback impacts on students' interest in mathematics in Morogoro Municipality ward secondary schools, Tanzania, with the principal goal of enhancing teaching practices towards enhancing student motivation and academic performance in mathematics among Tanzanian communities. Grounded in Expectancy-Value Theory (EVT), the study utilized a mixed-methods design within a convergent research design where quantitative and qualitative data were integrated to achieve its objectives. A stratified random sampling with purposive sampling was used to select a sample of 130 participants including 80 students, 40 mathematics teachers, and 10 mathematics department heads from 10 ward secondary schools. Questionnaires, interview guides, and focus group discussion guides were utilized for data collection. Quantitative data were analyzed descriptively with SPSS version 24 in means, percentages, and frequencies, while qualitative data were analyzed thematically in narrative descriptions. The findings' results revealed that effective feedback practices, including interactive, verbal, structured, real-time, and personalized feedback, greatly enhance students' confidence, interest, and motivation for mathematics. The study recommends the implementation of professional development activities to equip teachers with the abilities to give effective feedback and ongoing monitoring by school leaders to make certain the best teaching methods are implemented. The findings assist in improving mathematics education via encouraging feedback methods with the capability to engage students and drive student achievement and could positively impact educational communities in Tanzania and elsewhere.