Abstract
This study aimed to analyze ‘‘Impact of ICT integration on students’ performance in Mathematics in public upper secondary schools in Huye district, Rwanda. The study adopted a correlational research design. The target population size for this study was considered five schools consisting of 392 composed of 384 students and 8 mathematics teachers. A sample of 5 Mathematics teachers and 256 students from the five schools were selected for the study. The instrument used was a set of questionnaires; one for the Mathematics teacher and one for the students. By Statistical Package for Social Sciences (SPSS) version 25, descriptive and inferential statistics were used to answer the research questions and the Chi-Square analysis test was applied in testing the hypothesis formulated at a 0.05 level of significance. The outcome of the data collected revealed that the students taught with ICT tools performed better in Mathematics than their colleagues taught tools. The recommendations for higher performance of students in Mathematics were summarized in this study. These include: supporting all public upper secondary schools with sufficient ICT tools, to providing more training to Mathematics teachers on the use of ICT tools in teaching-learning Mathematics.
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