Effects of Remedial Activities on Students’ Competences in Mathematics Subjects in Public Secondary Schools in Rwanda: A Case of Ngororero District

Abstract

This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. The research used both quantitative and qualitative approaches, with 117 respondents, including students, teachers, the dean of study, and head teachers. The study used purposive sampling and simple random sampling to select teachers and students. Data collection methods include questionnaires and interviews. Instruments used to collect data were questionnaires and interviews. Quantitative data was analyzed using statistical methods such as SPSS 2021 and Microsoft Excel. Therefore, tabulation with frequency tables, graphs, and percentages was adopted. The findings indicate that digital numeracy is the most commonly used remedial activity by teachers in Ngororero District, Rwanda. A majority of respondents agree that digital numeracy is used to develop competencies such as critical thinking. Additionally, the study identifies the level of students' competences required in mathematics in Ngororero District, Rwanda, which includes creativity, innovation, critical thinking, problem-solving, and cooperation and collaboration. The study also highlights the importance of cooperation and life skills in the teaching and learning process. Teachers use digital numeracy to provide learners with access to graphs, tables, and charts related to their mathematical course. Collaboration and life skills are also used to facilitate learners' discovery in the mathematics subject. The researcher recommends implementing remedial activities that are suitable for the learners, ensuring that the remedial activities are suitable for their needs.