Effects of Teacher’s Qualifications on Students’ Academic Performance in Mathematics Subject in Public Boarding Secondary Schools in Rwanda. A Case of Rubavu District

Abstract

This research focused on examining the influence of teacher qualifications on students’ academic performance in mathematics at public boarding secondary schools in Rwanda’s Rubavu District. It aimed to identify which teacher qualifications in mathematics impact students’ math performance, analyze how teacher qualifications affect math performance, and investigate the connection between teacher qualifications and student performance in mathematics. The study used a descriptive and correlational design with a mixed approach of qualitative and quantitative approaches to examine the impact of teacher qualifications on students’ academic performance in mathematics subject in public boarding secondary schools in Rwanda, a case of Rubavu District. The target population included 343 respondents, including 225 mathematics teachers and 118 mathematics leaders. The researcher determined the sample size of 185 respondents using Yamane formula. Respondents were selected using a purposive sampling technique using questionnaires and documentary research techniques as data collection tools and taking into account pilot studies. The results were analyzed using SPSS version 21 and interpretations were made based on the results reported by the respondents. Key findings showed that independence in learning, exam and test results, homework completion, and class participation were positively associated with students’ performance in mathematics. Moreover, teacher qualifications were significantly related to various research variables, such as mastery of math content, classroom management, use of ICT skills, and education level. These factors collectively had a positive influence on students’ academic performance in mathematics. The study’s recommendations include providing training for mathematics teachers to enhance their qualifications, improving the mathematics curriculum, increasing the availability of learning materials, and conducting further research on teaching methodologies and student perceptions of math education.