Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools
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 secondar...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2464358 |
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| author | Marcellina Mjenda Florence Kyaruzi |
| author_facet | Marcellina Mjenda Florence Kyaruzi |
| author_sort | Marcellina Mjenda |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-d917d901789b402597db1087f0f3dc85 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-d917d901789b402597db1087f0f3dc852025-08-20T03:21:30ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2464358Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schoolsMarcellina Mjenda0Florence Kyaruzi1College of Natural and Mathematical Sciences, Department of Mathematics and Statistics, The University of Dodoma, Dodoma, TanzaniaDepartment of Educational Psychology and Curriculum Studies, University of Dar es Salaam, Dar es Salaam University College of Education, Dar es Salaam, TanzaniaThe 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.https://www.tandfonline.com/doi/10.1080/2331186X.2025.24643583D geometrymathematics teachersteaching and learningtechnology-aided assessment methodstechnology integrationClassroom Practice |
| spellingShingle | Marcellina Mjenda Florence Kyaruzi Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools Cogent Education 3D geometry mathematics teachers teaching and learning technology-aided assessment methods technology integration Classroom Practice |
| title | Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools |
| title_full | Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools |
| title_fullStr | Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools |
| title_full_unstemmed | Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools |
| title_short | Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools |
| title_sort | investigating the integration of technology aided assessment methods in teaching and learning 3d geometry in tanzanian secondary schools |
| topic | 3D geometry mathematics teachers teaching and learning technology-aided assessment methods technology integration Classroom Practice |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2464358 |
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