Teaching and Learning Methods and Student’s Performance in Mathematics in Public Secondary Schools in Rwanda: A Case of Nyamasheke District

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This study focused on assessing the factors influencing teaching and learning methods in mathematics and their impact on student performance in public secondary schools in Nyamasheke, Rwanda. The specific objectives included identifying the teaching and learning methods employed in mathematics, analyzing student performance, and establishing the relationship between teaching methods and student achievement. The research employed a mixed approach with a descriptive and correlation design. The study involved 718 respondents, including 118 teachers and 600 students, selected through purposive sampling. Questionnaires and documentation research techniques were used for data collection, and a pilot study was conducted. The data was analyzed using SPSS version 21. Regarding the first objective, the findings revealed that various teaching and learning methods were widely employed, including group learning, inquiry-based learning, gamification, and role play learning. To the second objective, it was found that these methods positively influenced student performance, as indicated by 91.8% of respondents acknowledging improved grades, 90% recognizing enhanced creativity, and 88.3% associating geometric thinking with teaching methods. The third objective examined correlations between different teaching methods. It discovered significant relationships between various methods, such as inquiry-based learning and group learning, gamification learning and group learning, and problem solving and group learning. In conclusion, the study identified the prevalent teaching methods used in Nyamasheke's public secondary schools and their positive impact on student academic performance. The research recommended collaboration among education stakeholders to enhance English language proficiency, the provision of instructional materials and teacher training by the Ministry of Education, and further studies to explore the link between teaching methods and math achievement in computer-assisted elementary schools and the influence of teaching and learning methods on student creative thinking for Rwanda's development. The study's significance was supported by the statistical significance of the findings, as indicated by p-values less than 0. 05.