The Impact of Teachers’ Classroom Monitoring to Enhance Students Learning Mathematics in Secondary Schools in Tanzania

Classroom monitoring is one of the aspect of effective practices of formative assessment based on the way teachers’ utilized classroom discussions, questions, and learning tasks that elicit evidence of teaching and learning. This study present findings conducted to explore the impact of teachers’ classroom monitoring to enhance students learning mathematics in secondary schools in Tanzania. The study employed a mixed methods research approach and consisted of 59 respondents drawn from twelve private and public secondary schools in Arusha city and Kinondoni Municipality. Nonparametric methods such as Mann-Whitney U test and Kruskal-Wallis H test were used to analyze the quantitative data. The demographic characteristics which were analysed were sex, training status, school type, teachers’ qualifications, teaching experience, number of periods and classroom size. Results indicates that female teachers appear to utilized classroom monitoring more effectively than their counter part male teachers. On the other hand, mathematics teachers in public schools appeared to be more effective in utilizing classroom monitoring than teachers in private schools. On the same vein experienced teacher appears to utilized classroom monitoring more effectively than less experienced teachers.