Student teachers’ use of self-assessment in learning mathematics in primary teachers’ colleges in Kampala District, Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Lilian Vikiru

Second Supervisor/Advisor

Dr. Marriote Ngwaru


Institute for Educational Development, East Africa


Student self-assessment though acknowledged as a powerful technique for teaching and learning in higher institutions, is mostly overlooked. Student self-assessment occurs when students make judgments of their own work and performance based on evidences and explicit criteria for self-improvement. In teacher training institutions, student self-assessment is indispensable in the teaching and learning process. However, there is dismal performance and inefficiencies in learning Mathematics in colleges. This study explored student teachers’ use of self-assessment in learning of Mathematics in the two Primary Teachers’ Colleges (PTCs) in Kampala district, Uganda. For in-depth understanding of the study, literature was reviewed on studies related to student self-assessment in learning. A qualitative approach was used to explore the student teachers’ use of selfassessment through interviews, focus group discussions, observation and document analysis. The participants were student teachers and Mathematics tutors who provided data to address these four questions; i) What are student teachers’ views of self-assessment? ii) What procedures are used in implementing student teachers’ self-assessment in learning Mathematics in PTCs? iii) What are the effects of student teacher self-assessment on students’ learning of Mathematics in PTCs? and iv) What factors influence the use of student teachers self-assessment in learning Mathematics in PTCs? Data revealed that student-teachers were aware of self-assessment and had positive perceptions on using it in learning Mathematics. However, the procedures implemented were training, designing the criteria and conducting self-assessment which left a gap in the process. Findings indicated that self-assessment increases student-teachers’ self-efficacy and become selfregulated learners. Tutors gain new ideas and share classroom burden with student teachers as co-assessors. Notwithstanding the benefits, challenges caused by student teacher self-efficacy, peer, tutor and college influences need to be addressed to realize full potential of student teacher self-assessment in learning mathematics. Finally, implications and recommendations for further research are given before drawing the conclusion.

This document is available in the relevant AKU library