INSTRUCTIONAL MATERIALS USAGE ON STUDENT ACADEMIC PERFORMANCE IN PHYSICS SUBJECT IN DAY SCHOOLS IN RWANDA A CASE OF NYARUGENGE DISTRICT

Abstract

Students academic performance in science subjects and physics specifically has always attracted big concern among students, parents, teachers and the entire public community. The main purpose of this research was to assess the instructional materials usage on students academic performance in Physics subjects in day secondary schools in Nyarugenge District-Rwanda. It had three specific objective such as to identify the instructional materials used in physics subject in day secondary schools in Nyarugenge District, Rwanda, to assess the level of students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda, to examine the challenges faced by teachers in preparation of instructional materials in physics subject in day secondary schools in Nyarugenge District, Rwanda, to determine the relationship between instructional materials and students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda. This research was supported with Socio-cultural theory and attribution theory. The researcher used descriptive research design and correlational research design for data collections. The study employed different respondents including parents, students, teachers, and head teachers. The total number of participants was 520, comprising 100 teachers, 400 students and 20 head teachers. These participants were drawn from 20 selected schools across 10 sectors within Nyarugenge District, Rwanda. The Yamane formula was used to calculate the sample size of 226 respondents from target population of 520.Simple random sampling was used to select students and head teachers from secondary schools in Nyarugenge District. Purposive sampling was employed for selecting teachers based on their pertinent experiences in teaching physics subject. Researcher used questionnaire and interview guide as data collection instruments where questionnaires was designed to gather information from students, while interview guides was tailored for teachers and head teachers selected from secondary schools.The findings, summarized in Table 4.7, reveal a strong and statistically significant correlation between instructional materials and students academic performance. The Pearson correlation coefficient of 0.911 indicates a very high positive correlation, suggesting that as the quality and availability of instructional materials increase, students academic performance in physics also tends to improve. The strong correlation signifies that well-designed, up-to-date, and diverse instructional resources can significantly enhance students understanding of the subject matter, leading to better academic outcomes. The implications of this strong correlation for educational practice are considerable. Schools and educators should prioritize the development and provision of high-quality instructional materials, including textbooks, digital resources, laboratory equipment, and supplementary materials. Ensuring that these resources are current, relevant, and accessible can create a more engaging and effective learning environment for students. It reveals a strong positive relationship between instructional materials and academic performance, with an R Square value of 0.829. This indicates that approximately 82.9% of the variance in students academic performance can be explained by the quality of instructional materials provided. This strong predictive capability underscores the importance of these resources in determining academic success. The Ministry of Education should implement regular and systematic professional development programs for teachers focused on innovative teaching methodologies. Background:The academic performance of students in science, particularly physics, is a significant concern for various stakeholders. This research aims to assess the impact of instructional materials on students academic performance in physics at day secondary schools in Nyarugenge District, Rwanda. Methods:The study utilized descriptive and correlational research designs, involving 520 participants: 100 teachers, 400 students, and 20 head teachers from 20 schools across 10 sectors in Nyarugenge District. A sample of 226 respondents was calculated using the Yamane formula. Simple random sampling was applied for students and head teachers, while purposive sampling was used for teachers. Data were collected through questionnaires for students and interview guides for teachers and head teachers. Results:Findings indicated a strong, statistically significant correlation (Pearson correlation coefficient of 0.911) between instructional materials and students academic performance in physics. An R Square value of 0.829 suggests that approximately 82.9% of the variance in academic performance can be explained by the quality of instructional materials. Conclusion: The study highlights the critical role of high-quality instructional materials in enhancing students understanding and academic outcomes in physics. It recommends that schools prioritize the development and provision of diverse, current instructional resources and that the Ministry of Education implement regular professional development programs for teachers to promote innovative teaching methodologies.