Teachers’ Experiences and Perceptions on the Influence of Reading and Mathematics Assessment (RMA) Performance on the Academic Achievement of Grade 4 Pupils in a Rural Elementary School Context

Abstract

This qualitative phenomenological study explored teachers’ experiences and perceptions regarding the influence of Reading and Mathematics Assessment (RMA) performance on the academic achievement of Grade 4 pupils in a rural elementary school context. Specifically, the study examined teachers’ observations on learners’ literacy and numeracy performance, instructional challenges, intervention practices, and perceived relationship between RMA outcomes and classroom academic achievement. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 4 teachers from rural public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that learners’ RMA performance significantly reflected their comprehension skills, numeracy competence, classroom participation, and overall academic readiness. Teachers identified difficulties related to weak reading comprehension, low numeracy skills, limited learner motivation, inconsistent parental support, and resource limitations as major factors affecting learners’ academic performance. Despite these concerns, participants implemented remedial instruction, contextualized learning activities, peer-assisted learning, differentiated teaching strategies, and learner-centered interventions to improve literacy and numeracy competencies. Teachers also observed that learners who demonstrated stronger RMA performance were generally more active, confident, and academically engaged in classroom activities. The findings underscore the importance of responsive intervention programs, continuous assessment practices, and contextualized instructional support in improving learners’ academic achievement in rural elementary schools.