Facing the effects of COVID-19 on Grade-12 students' education: A focus on science and mathematics instructions

Abstract

This study intends to investigate the effects of the COVID-19 pandemic on Grade 12 students' education, focusing on sciences and mathematics instructions, during the lockdown and after secondary schools reopening on 2nd November 2020 in Rwanda. The study also seeks the potential solutions to the challenges caused by this pandemic. This is a mixed research design that used both qualitative and quantitative approaches to collect data., Thus, 113 participants including 108 Grade 12 students, three directors of studies (DOSs) and two science teachers were purposively selected and used in this study. Semi-structured interviews were used to collect data from DOSs and teachers. Besides, a survey questionnaire was used to collect quantitative data from students. Thematic analysis was used to analyze qualitative data, while quantitative data was analyzed using percentages generated by Microsoft Excel 10. Results from this study revealed that students experienced learning loss during the lockdown period. The remote learning strategy adopted by Rwanda Education Board was not effective due to the lack of parental guidance, monitoring, and financial support. Some students were found preoccupied with household chores, while others embraced different jobs. Girls were involved in sexual exploitation and early marriages, which resulted in school drop-outs. Students' performance in science and mathematics has reduced. Talking to students, using extra hours, and preparing various assessments are some of the strategies being used today to mitigate the experienced learning loss. Hence, there is a call for educationists to take educational measures considering the effects of COVID-19 on students' academic, social, economic, and psychological perspectives for students' performance and lifelong learning.