CLASSROOM INSTRUCTIONAL PRACTICES AND STUDENTS ENGAGEMENT IN MATHEMATICS SUBJECT IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF NYARUGENGE DISTRICT, RWANDA

Abstract

The purpose of this research was to examine the connection between classroom instructional practices and students involvement in Mathematics subjects in public day secondary schools in Nyarugenge District, Rwanda. The specific objectives wereto assess the effect of using classroom mathematics toolkits on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda, to assess the effect, teacher feedback and cooperative learning strategies on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda. The sample size comprised 57 teachers, 19 deputy head teachers in charge of studies, 19 head teachers, 10 sector education inspectors, one district education officer in charge of Secondary and TVET schools, and one District Director of the Education Unit totaling 107 respondents. Pearson correlation coefficients were used to determine correlation between dependent and independent. Results indicated teachers use a computer with a projector, 34.0% were strongly agreed, and 30.9% were agreed. Result felt that teachers use provided scripted lesson in class-room instruction. There statistically association between theuse a computer with a projector and active participation (r=.320, p-value=0.001), with asking questions (r=.317, p-value=0.001). Contrary to insignificant correlation between provided scripted lesson and answering teachers questions (r=0.006, p-value=0.950). Results showed the recognizable student effort, 55.9% show a strong agreement. A strong relationship was established between recognizable student effort and active participation (r=0.425**, p-value =0.000), The study felt association between positive interdependence and active participation, asking questions, and answering teachers questions since the p-value was less than 0.05.The study recommends that school make supervision to teachers so as to find out the way that they perform their tasks and to give them some professional advice. Policy makers should elaborate updated professional guidelines which can be used while teaching sciences specifically in mathematics subject so as to improve the students engagement in mathematics. The ministry of education in Rwanda should give training to teachers about strategies which should be used while teaching mathematics and other science subjects so as increase students academic performance.