INFLUENCE OF INCLUSIVE PEDAGOGICAL PRACTICES ON STUDENTS ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN GATSIBO DISTRICT, RWANDA

Abstract

Background:The most popular strategy for meeting every childs educational needs is inclusive education. Teachers in industrialized and developing nations have different perspectives on inclusive practice. The general objective of this study is to assess the influence of inclusive pedagogical practices on students academic achievement in public Secondary schools of Gatsibo District, Rwanda. Specifically, the study focused on to examine effectiveness of inclusive lesson planning on students academic achievements, to examine the influence of inclusive lesson evaluation on students academic achievement, and to ascertain the relationship between inclusive pedagogical practices and students academic achievement in public Secondary schools of Gatsibo District, Rwanda. Materials and Methods:This study employed a quantitative with descriptive research design. Target population was with 121 teachers and head teachers including19 teachers and one head teacher from G.S. Nyarubuye, 34 teachers and one head teacher from G.S. Bihinga, 34 teachers and one head teacher from G.S. Nyamirama and 30 teachers and one head teacher of G.S Nyakayaga. The census sampling technique was applied where all entire population of 121 participants were taken as sample size of the study. The instrument for gathering data was a structured questionnaire. Using the Statistical Package for Social Science (SPSS) version 26.0, the acquired data was examined descriptively. Inferential statistics will be shown to illustrate the link between the variables. The tables frequencies, means, and standard deviations will be used to display the results. This research was quantitative approach, the results were presented relied on research objectives. The research adopted a regression equation to establish the influence of inclusive pedagogical practices on students academic achievement in Public secondary schools. Results:On the effectiveness of inclusive lesson planning on students academic achievement in Public secondary schools, the results of data analysispresented that the overall mean was 4.14 that was between agree (4) and strongly agree (5) which presented that there was a significant effectiveness of inclusive lesson planning on students academic achievement in Public secondary schools. On the influence of inclusive lesson evaluation on students academic achievements in Public secondary schools, the resultsshowed that the overall mean was 4.34 that was between agree (4) and strongly agree (5) which presented that there was a significant influence of inclusive lesson evaluation on students academic achievements in Public secondary schools. The results of data analysisshowed that the relationship between inclusive pedagogical practices and students academic achievement was .947** whichpresented that there was a statistically significant relationship betweeninclusive pedagogical practices and students academic achievement in Public secondary schools. The results presented that the variables were statistically significant with regression mean square of 102.587 and residual mean square was 0.099 while F=1035.116 and P-value =.000b that concluded that there was a significant relationship between inclusive pedagogical practices and students academic achievement in Public secondary schools of Gatsibo District, Rwanda. Conclusion:Researcher suggested that teachers should apply the inclusive pedagogy in their teaching and promote the behavior that encourage students and create the friendship between teacher and students, this will promote the students academic achievement in Public secondary schools.