Rethinking Primary School Mathematics Teaching: A Formative Assessment Instruction Approach

Abstract

The main purpose of this study was to determine the effect of ‘Formative assessment classroom teaching strategy, ‘FACTS’ on mathematics academic achievement among primary schools pupils. The sample of the study consisted of 140 students in standard 6 from public primary school in Nandi County, Kenya. Data was collected by administering a pretest and a posttest of a standardized achievement exam to the experimental and control groups. The reliability of the exam was tested through experts’ judgment who established that the instrument had strong content and internal validity. The data was analyzed using Statistical Package for Social Science (SPSS) version 20.0. Analysis of covariance results at the significant level of 0.05 was used in order to determine the effect of the strategy on mathematics academic achievement. Research findings shows that there is a significant effect of ‘FACTS’ on pupil’s mathematics academic achievement as shown by statistical results of F=131.14, p=0.00<0.05.