Bugesera District Research Articles

Factors Influencing Implementation of Agricultural Projects in Rural Areas of Rwanda: A Case of Bugesera District

Purpose: The aim of the study is to assess the factors influencing Implementation of Agricultural projects in Bugesera District Eastern Province of Rwanda from 2022-2024. Methodology: The study selected Bugesera District as a study population with 80 target population. The study adopted descriptive survey that involves quantitative approaches. Qualitative analysis was to review the existing Literature, and quantitative involved collecting of data from the field. In this research Bugesera District was study population with 80 target population and sample size of 67%. Yaman formula and then purposive sampling technique was adopted. Both secondary and primary data used. Therefore primary data collected through questionnaires where formulated and forwarded to respondents to gather primary data, SPSS version 25 used in analysis and presentation of data it table, descriptive statistical analysis, was comprised of mean and standard deviation as well as inferential statistics such as Pearson correlation (r) and multiple linear regression analysis. Findings: The study highlighted their opinions with the rate of 58.6% strongly agreed, 26.2 agreed 13.7% indicated neutral, and 2.3% disagreed with mean of 6.5 and standard deviation of 1.76, respondents highlighted their about the statement of stakeholder engagement with high rate of 52.1%, strongly agreed, and 28.9% agreed, 12.7% stated neutral, 3.9% disagreed, 2%strongly disagreed, with mean of 6.3 and standard deviation of 1.78. and lastly 56.5% strongly agreed, 25.5% agreed, 11.9% stated that neutral, 3.9% disagreed, 1.9% strongly disagreed, the statement of training provide knowledge and skill with mean of 6.333 and standard deviation of 1.7. Researcher revealed that training of stakeholders and farmers has positive effects on agricultural project implementation in Bugesera District. Unique Contribution to Theory, Practice and Policy: The researcher recommended to Bugesera District in department of agricultural projects to continue humanize project planning, allow stakeholder involvement and season training of farmers, such that planned project of agriculture implemented at upper level.

Contribution of International Non-Governmental Organizations’ Interventions on Students’ Competence in English Language in Bugesera District Primary Schools, Rwanda

Purpose: The aim of the study was to evaluate the impact of interventions by International Non-Governmental Organizations on students' competence in Rwanda. Methodology: This research adopted a descriptive case study design aimed at establishing the impact of International Non-Governmental Organizations (INGOs) interventions on learners’ competence in English in Rwanda. The study utilized a mixed-method approach, incorporating both quantitative and qualitative methodologies to provide a comprehensive analysis. The population of our study was composed of 92 teachers and 16 head teachers of all primary schools in Bugesera District which were the target of Teacher Self Learning Academy project. The population also included 5 SEIs, 1 DEO/DDE in that district and a Plan International staff who has been involved in the TSLA project implementation. The sample size drawn from the total population of 92 teachers is 75 teachers using Slovin's Formula. Alongside the 8 head teachers from the selected schools, 5 SEIs, 1 DDE, and 1 Plan International staff member, this leads to a total of 90 participants for the study. The sampling approach was specifically tailored to suit the different categories of participants in the study. Purposive sampling was employed to select all head teachers from the identified schools. In contrast, stratified random sampling was used to select teachers, ensuring representativeness across various demographics such as gender, experience, and school location. For this study purpose, questionnaires and interview guide was used to collect and analyze data from research participants. The researcher took into consideration validity and reliability of the study to be valid and reliable to the audience. The researcher used descriptive statistics to analyze quantitative data and draw tables. Descriptive statistics were used to simplify large amounts of data. Inferential statistics were used to treat particular factors to detect the contribution of each determinant in learners’ competence in English. Primary data was treated through appropriate software as Statistical Package for Social Science (IBM/SPSS Version 21.0) and by after confronted with interviews and secondary data. Findings: The findings from both quantitative and qualitative data reveal that the TSLA project had a significant positive impact on students' English language skills, particularly in listening, speaking, reading, and writing. The findings revealed that 90.7% of the respondents agreed that instructional videos uploaded on iPods improved students' English listening skills, while 100% believed that these videos enhanced speaking fluency. Additionally, 94.7% of respondents indicated that the provision of teaching aids improved students' reading skills, and 86.7% noted an improvement in writing skills. Methods used in teachers' training, such as study groups and mentoring, were positively evaluated, with 76% and 74.7% of respondents, respectively, affirming their contribution to students’ English competence. However, challenges such as inadequate support from school management (62.7%), lack of incentives (88%), and insufficient resources (98.7%) were identified as barriers to effective implementation. Unique Contribution to Theory, Practice and Policy: The Government authorities should enforce policies that mandate continuous professional development for teachers and monitor their implementation to ensure effectiveness. The Ministry of Education should enhance teacher training programs by investing in comprehensive and continuous professional development programs that focus on modern teaching methodologies, ICT integration, and language competences. The Rwanda Basic Education Board (REB) should create incentive schemes to acknowledge and reward teachers who demonstrate exceptional dedication and improvement in their teaching practices. Bugesera Primary Schools should ensure that school management provides adequate support to teachers, including mentoring, peer coaching, and access to necessary teaching materials while parents should encourage and support their children's learning activities at home, particularly in using ICT tools and practicing language skills.

Cooperative Learning Instructions and Student Skills Acquisition in Mathematics in Public Secondary Schools in Rwanda: A Case of Bugesera District

The researcher investigated the effect of cooperative learning instructions on student skills acquisition in mathematics in public secondary schools in Rwanda. Specifically, this study identified the influence of group problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, determined the influence of collaborative problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, and established the relationship between the effect of cooperative learning instructions and student skills acquisition in mathematics in public secondary schools in Rwanda. The study's target population consisted of 5800 participants from the Bugesera district, with a total sample of 375 respondents from Bugesera district schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods, while the findings were analysed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 74.9% strongly agreed and 19.4% agreed that group problem solving indicated the cooperative learning instructions ; 66.5% strongly agreed and 19.2% agreed that peer teaching indicated the cooperative learning instructions ; 60.6% strongly agreed and 23.1% agreed that collaborative problem solving indicated the cooperative learning instructions ; and 68.5% strongly agreed and agreed. 22.5% agreed that Jigsaw learning indicated the cooperative learning instructions, and 80.3% strongly agreed. 19.7% agreed that peer coaching and classroom action research indicate the cooperative learning instructions. To the second objective, the study indicates that 59.4% strongly agreed and 24.2% said that it allows them and their colleagues’ students to share different approaches and solutions to problems, fostering a deeper understanding of mathematical concepts. 65.6% strongly agreed and 20.0% agreed that encouraging group members to teach each other; 74.1% strongly agreed and 19.4% agreed that it helps them and their colleagues’ students to apply mathematical concepts to real-world scenarios; and 75.5% strongly agreed and 20.3% agreed that different viewpoints lead to innovative solutions and a deeper understanding of mathematical concepts. For the third objective The study found a strong positive relationship between group problem solving, critical thinking skills, and student participation in class discussions. Adjustments in group problem solving improved exam results in math, increased retention rates, and group problem solving. Peer teaching also positively impacted exam results in math, critical thinking skills, and group problem solving. Collaborative problem solving significantly impacted exam results in math, critical thinking skills, and attractiveness rates. The integration of homework over the internet has received less attention. Correlated since most of their level of significance was more than 0.05 in association with the student skills acquisition in mathematics in public secondary schools in Rwanda. The study recommends that cooperative learning in Rwanda improves secondary school students' mathematical skills by dividing students into small groups, defining learning objectives, encouraging active participation, and using technology. Regular monitoring and recognition of successes can enhance understanding and create a supportive learning environment.

Why becoming a positive deviant for malaria prevention and control: a sequential explanatory mixed methods study in Bugesera district, Rwanda

BackgroundMalaria continues to be a significant global health challenge, particularly in sub-Saharan African regions. Effective prevention and control strategies are crucial in mitigating its impact. Therefore, assessing the use of malaria preventive measures, treatment-seeking behaviours, and understanding the motivating factors behind positive behaviours/practices and barriers to using malaria preventive and control measures is essential for designing successful intervention programs.MethodsUsing a sequential explanatory mixed methods design, a descriptive cross-sectional study was conducted among 382 heads of households in the Mareba sector, Bugesera district, Rwanda. A qualitative study followed with 30 in-depth interviews among the top performers and other community members to explore the motivations and barriers to performing positive behaviours. Descriptive statistics for quantitative data and thematic analysis for qualitative data were used.ResultsThis study revealed that among those who own insecticide-treated nets, 234(89.3%) reported that they slept under the bed net the night preceding the survey; 256(67%) had fever cases in the last 24 months preceding the survey; and 214(87%) reported seeking care within 24 h. While almost all 243(98.8%) of participants who had fever case reported that they have taken all medicines as prescribed, however, a large number 263(68.8%) and 148(38.7%) still think that there are people in the community who do not take all malaria medications as prescribed and there are people who share malaria medications in the community, respectively. 82(65.1%) of those who never had a fever case believe that they have been using malaria preventive measures correctly and consistently. This study found that knowledge about malaria, family support, and community mobilization are the top motivating factors to practice positive behaviours while, lack of bet nets, poverty, and lack of time were reported as main barriers.ConclusionInterventions that target key motivating factors for adopting positive behaviours in malaria prevention and control should be prioritized. This, in turn, will reduce the disease burden on affected populations. Efforts to overcome barriers in malaria prevention and control should also be participatory. Community involvement should be at the centre of these interventions.

Teaching aids usage and Generic Skills Acquisition in Mathematics Subject in Public Secondary Schools in Rwanda: A Case of Bugesera District

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.

Contribution of TVET Schools’ Outcomes on Human Capital Development in Rwanda: A Case of Bugesera District

The study assessed the specific contribution of TVET schools’ outcomes to human capital development in Rwanda. The specific objectives of this study investigatet the role of TVET schools on the employment rate, assessed the students and parents’ attitudes towards technical vocational education and training trades, and established the relationship between TVET schools’ outcomes and human capital development in Bugesera District. The study involved 610 TVET students, graduates, trainers, school managers, employers, parents, and community administrators in Bugesera district. The researcher used human capital theory and skill-biased technological change theory. A mixed-methods design with 241 respondents was used, with purposive and simple random sampling. Data was collected through questionnaires and documentation, and analyzed using SPSS. For the first objective indicated that , TVET schools prepare students for employment opportunities, with 86.1% strongly agreed that there is an increase in employment opportunities for TVET graduates compared to other educational streams, with 93.7% strongly agreeing and 2.5% agreeing, 87.3% strongly agreed that TVET schools adequately equip students with the necessary skills for the job market, 62.0 strongly agreed that the choice of technical trades offered by the TVET school contributes to higher employment rates. To the second results objective, the finding reveals that 67.1% strongly that TVET school gave them the necessary skills and knowledge needed to enter the job market, and they are satisfied, and 89.9% strongly agreed that TVET schools have a substantial impact on enhancing the employment rate of graduates in Rwanda,84.8% strongly agreed that TVET graduates have higher employment rates compared to university graduates, 83.5% strongly agreed. The study found a significant association between improved work opportunities, job readiness, technical skills, practical skills, lifelong learning, and increased workforce productivity, with innovation and adaptability positively related to these independent variables, with a p-value less than 0.05. TVET schools in Rwanda are crucial for human capital development, promoting economic growth and poverty reduction. They should equip students with practical skills, foster an entrepreneurial culture, and offer programs in emerging fields.

Integration of Co-Curricular Activities on Students ‘academic Performance in Public Primary Schools in Rwanda, A Case of Bugesera District

The main purpose of this research was to assess the influence of the integration of co-curricular activities on students’ performance in public primary schools in Rwanda, case of Bugesera district, Rwanda. This research was supported with attribution theory and involvement Theory. The researcher used descriptive research design for data collections. The participants were students, teachers and Head teachers. The participants comprised students, teachers, and head teachers, totaling 780 respondents, including 30 head teachers, 150 teachers, and 600 students selected from 30 sampled schools across 15 sectors of Bugesera District, Rwanda. The participants were chosen by using different methods where researcher used random sampling and purposive sampling. The responses for sports show that a significant majority of participants believe that sports are well integrated into public primary schools, with 58.7% agreeing and 36.6% strongly agreeing, making it a widely embraced activity. A very small percentage of respondents were neutral or disagreed, suggesting that sports play a prominent role in school co-curricular activities. Music, particularly through choir and instrumental activities, also enjoys considerable integration in schools, with 34.6% agreeing and 52.8% strongly agreeing to its presence. Findings on objective two indicated that The statements focus on satisfaction with co-curricular activities, participation, assessment, impact on learning, fairness, and the role of feedback in academic improvement. Satisfaction with Co-Curricular Activities, A significant majority of students express satisfaction with the co-curricular activities offered at their schools, with 60.2% strongly agreeing and 34.3% agreeing. The data reflects a strong and significant positive correlation between the two variables, with a Pearson correlation coefficient of 0.919 and a p-value (Sig. 2-tailed) of 0.000. The Pearson correlation coefficient 0.919 suggests a very high positive relationship between students' participation in sports and their academic performance. The government should create policies that support the integration of co-curricular activities as part of the national education curriculum.. The government should provide sufficient funding and allocate resources specifically for the development of co-curricular programs in public primary schools. The government should ensure regular monitoring and evaluation of schools to assess the implementation of co-curricular activities and their impact on students' academic performance.

FAMILY INVOLVEMENT AND TRUANCY RATE IN PRIMARY SCHOOLS OF RWANDA A CASE OFBUGESERA DISTRICT

Background: The study intended to analyze the family involvement and truancy rate in primary schools of Bugesera District, Rwanda. The specific objectives of this study were: to identify the roles of family on truancy rate in primary schools of Bugesera District, to determine the level of students truancy rate in primary schools in Bugesera District Rwanda, to establish the relationship between family involvement and truancy rate in primary schools of Bugesera District Rwanda. The researcher adopted the descriptive survey design because the study sought to gain insight or perception into a phenomenon as a way of providing basic information in an area of study. The study target population comprised of 686 in total including 108 teachers, 18 head teachers, 200 parents and 360 students of 18 primary schools in Bugesera district. Methods and Materials:The researcher selected respondents pupils using simple random sampling. The researcher used simple random sampling to select the schools hence 7 schools were sampled. Stratified random sampling was used to categorize the sampled schools according to their zones and size. At school levels, 38 the teachers and 7 head teachers were purposively sampled, 130 pupils and 72 parents were selected using stratified random sampling. The formula used to determine the sample size of the respondents was Robert and Morgan table for sample size determination where the sample size was 247 respondents. The researcher used the questionnaire and interview to take data. The interview was used for head teachers and teachers, and questionnaires for parents and students. Data were analysed into tables and graphs applying descriptive statistics (frequency, percentages and mean) by statistical tools such SPSS Version 2.0 was used for data analysis. Results:As shown by the findings, 52% of students and 80.5% of parents confirmed that the family played a distinctive role in minimizing the level of truancy, even though there were some parents/ guardians who did not do follow-up to their children that is why some students were truant others were absent without reasons. Determining the level of truancy rate in primary schools, it was indicated by 36.85% of students and 72.3% of the parents that the level of truancy rate was moderate the number of truant pupils was not high in primary schools of Bugesera due to the facts that the age of primary students varied between 6 and 14 that the pupils were still little to indulge themselves into the temptations even though there was some students who were truant due to lack of school materials and family conflict reasons. The findings showed that there was a negative correlation between family involvement and truancy rate which was -0.242 of Spearman correlation coefficient which meant that when the family actively involved in the pupils education, the level of truancy went down due to the parents/ guardians guidance, pupils follow-up for pupils performance and positive discipline. The researcher recommended that the concerned stakeholders in education should work together to ensure pupils attend school regularly. Conclusion:The researcher suggested other researchers should carry out studies related to the family involvement and truancy rate in secondary schools, on the absenteeism and attendance rate.

INFLUENCE OF DIRECT INSTRUCTION SPOKEN ENGLISH (DISE) PROGRAMMES ON LEARNING ENGLISH AS A SECOND LANGUAGE IN DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT

The purpose of this study was to investigate the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The study adopted a descriptive survey design. The target population for this study consisted of students, teachers, head teachers, and the Director of Studies (DOS) in Bugesera district, which amounted to a total of 253 participants. The sample size was 145 people, including 26 English teachers, 108 students, 7 Directors of Studies (DOS), and 4 head teachers. Results on first objective indicated that 80.8% strongly agreed that providing progress-monitoring English assessment is among the direct instructions for speaking English programmes. 92.3% strongly agreed that providing progress-monitoring English assessments, 61.5% strongly agreed that taking advantage of students native-language literacy skills, and 69.2% strongly agreed that teaching academic and English,80.8% strongly agreed that engaging students with fast-paced, multi-sensory activities are among the direct instructions for speaking English. Results on second objective indicated that 76.9% strongly agreed that creating an English, 69.0% strongly agreed that the degree of learning English as a second language is indicated by English-language teaching guidelines, 61.5% strongly agreed that the level of studying English as a second language is shown by practicing speaking English with other students, and 73.1% strongly agreed that responding to questions in English demonstrates proficiency in English as a second language. These findings suggest Finally, the third objective and research question are the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The correlation matrix between independent variables (engaging students with fast-paced, multi-sensory activities, providing progress-monitoring English assessment, teaching academic and English vocabulary, etc.) and dependent variables (improved English speaking, improved English reading skills, and improved English writing skills) shows positive significance since the p-value was less than 0.05. These programmes, which focus on explicit teaching of language skills like grammar, vocabulary, and pronunciation, lead to significant improvements in oral proficiency. The structured nature of these programmes, along with interactive activities, reinforces learning and builds confidence in using the language. Therefore, there is a need to investigate the long-term effects of direct instruction in spoken English programmes on the language proficiency and academic performance of students.

Domestication of wild indigenous fruit trees in Rwanda: Perspectives from rural communities

Wild indigenous fruit trees (WIFTs) play a vital role in food and nutritional security in sub-Saharan Africa. However, these resources are currently less accessible to rural populations due to the expanding arable lands and over-exploitation of the trees in the wild, which lead to a decline in their population. This study (i) explored the availability and uses of WIFTs in the Nyamagabe and Bugesera districts of Rwanda (ii) identified challenges and potential interventions for domestication of WIFTs, (iii) assessed community perceptions on WIFTs domestication primarily as integrated system components in smallholder's farm (iv) and also determined the priority species for domestication. A total of 380 respondents from Bugesera and Nyamagabe districts were interviewed using a semi-structured questionnaire. Data were analyzed descriptively using the SPSS software analysis tools. Results revelaled a total of 19 WIFTs, 15 from the Bugesera district, and five from the Nyamagabe district with one species occurring in both districts. The recorded WIFTs were used mainly as food, medicine and fuel wood. Despite a decline in population locally, most respondents were interested in domesticating WIFTs and expressed willingness to integrate them on their farmlands once the planting materials are availed. From the study a suggestion to promote the domestication of the priority WIFTs through a collaborative initiative between the Ministry of Agriculture and Animal Resources, research institutions and other stakeholders is important. This will ensure not only the sustainability of the WIFTs species to communities but also contribute to their socio-economic development once the products are developed through proper value chains addition.

Umurenge Sacco Financial Services and Social Wellbeing of its Members in Rwanda a Case of Ijabo Ngeruka Umurenge Sacco in Bugesera District

Umurenge Sacco Financial Services and Social Wellbeing of its Members in Rwanda a Case of Ijabo Ngeruka Umurenge Sacco in Bugesera District

Impacts Assessment of Farmers’ Knowledge in Using Pesticides on Agricultural Productivity in Bugesera District, Rwanda

Nowadays, the use of pesticides in modern agriculture has increased due to the heightened strain from insects and weeds on animal and crop health. This study aimed to assess the impacts of farmers' knowledge in using pesticides on agricultural productivity in the Bugesera district, the Eastern Province of Rwanda. Data were collected from the fifteen sectors of the study area using questionnaires, with 399 respondents selected through random and purposive sampling techniques. SPSS software was used for data analysis, which was summarized using contingency tables and graphs. Correlation analysis was done to assess the link between farmers' knowledge of pesticide use and agricultural productivity in across sub-locations. The study revealed that the level of pesticide use in the Bugesera district was very low, at just 17%, and only 22% of farmers had good level of knowledge about pesticide use. Vegetables were the first crops sprayed by farmers, accounting for 82% of the total crop types to which pesticides were applied in the Bugesera district. Moreover, vegetable yields increased from 9t/ha to 9.475 t/ha following pesticide application. The study found a significant positive correlation between farmers’ knowledge of pesticide use and agricultural productivity at the 0.01 level (r=0.509,p<0.01). Enhanced farmers’ knowledge of pesticide use and the proper application of pesticides can reduce yield loss and boost agricultural productivity. It is recommended that the Bugesera district can provide the incentive scheme to the innovative farmers and encourage them to serve as role models for others. This would promote the adoption of appropriate pesticide use practices and adherence to sound agricultural principles in chemical pesticide application.

PROJECT MANAGEMENT TRIPLE CONSTRAINTS ON PERFORMANCE OF NON-GOVERNMENTAL PROJECTS IN RWANDA A CASE OFNGOS IN BUGESRA DISTRICT

Background: This study aimed to examine the impact of project triple restrictions on the performance of Rwandan non-governmental initiatives. It focused on time management, cost management, and scope management on the effectiveness of these projects. The research was guided by three theories: theory of constraints, Goal Setting Theory, and Complexity Theory. The study involved 12 Local NGOs in Bugesera district, with a target population of 120 individuals. Primary data was gathered through questionnaires, while secondary data was gathered from various sources. The reliability level was determined using Cronbachs Alpha. Methods and Materials: Data analysis was conducted using SPSS (v25), and key themes related to scope management practices, project performance indicators, and contextual factors influencing NGO projects in Rwanda were identified. Quantitative data was analyzed using descriptive and inferential statistical techniques, such as correlation analysis or regression modeling, to examine relationships between variables and test hypotheses. Results:The findings reveal that in the context of non-governmental projects in Bugesera District, Rwanda, effective scope management significantly influences project performance, with a standardized coefficient of .870 (p < .001), indicating a strong positive relationship. Time management also demonstrates a significant negative impact on performance (β = -.195, p = .008), highlighting the importance of efficient scheduling and timely completion of tasks. However, cost management does not exhibit a significant influence on project performance (β = .020, p = .771). The study indicates that effective scope management plays a pivotal role in enhancing the performance of non-governmental projects in Bugesera District, Rwanda, demonstrating a strong positive relationship with project outcomes. Conversely, while time management significantly affects project performance negatively, the influence of cost management appears to be non-significant in this context, suggesting that prioritizing scope alignment and efficient scheduling is crucial for project success. Conclusion: Based on the findings, it is recommended that NGOs operating in Bugesera District prioritize effective scope management to optimize project performance, ensuring clear alignment with objectives and deliverables. Additionally, attention should be given to improving time management practices to minimize delays and enhance project efficiency, while maintaining a vigilant approach to cost management to prevent budget overruns and resource misallocation.

FAMILY CONFLICTS AND STUDENTS DROP OUT IN PUBLIC PRIMARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT RWANDA

The effect of family conflicts on childrens education is significant and can affect various aspects of their educational outcomes.The Objective of the study was to assess the effect of family conflicts on student dropout rates in public primary schools in Bugesera District, Rwanda.. This research was supported with system theory and Maslows hierarchy of needs Theory. The researcher used descriptive research design for data collections. The participants were students, parents, teachers and Head teachers. All respondents was 960 including 30 headteachers 120 teachers,360 parents and 450 Students from 30 schools sampled schools from 15 sectors of Bugesera District, Rwanda. The Yamane formula was used to calculate the sample size of 282 respondents. The participants was chosen by using different methods where researcher was random sampling and purposive sampling. Researcher was questionnaire and interview guide as data collection instruments where Questionnaire was designed to parents and interview guide was designed for schools heads, teachers and students. Researcher used IBM.SPSS 22.0 in analysis procedure.Table 4.16 in the study revealed a strong relationship between family conflict and students drop out rate in public primary schools. This relationship was substantiated by a Pearson correlation coefficient (r) of 0.948, which was associated with a statistically significant p-value of 0.000 for a two-tailed test. This suggests a highly positive and statistically significant association between family conflicts and students drop out . The findings also found in table 4.17 that all variables are coherent and students drop out is caused by family conflict within the family as it is shown by the regression analysis model with Square of 0.898 means that the all kinds of family conflict affect significantly students schooling including students drop out. Government should enact policies that prioritize family well-being and address the underlying socioeconomic determinants of family conflicts, such as poverty, unemployment, and inadequate social services. The Ministry of Education should integrate family conflict resolution programs into the national curriculum, equipping students with conflict resolution skills and fostering familial cohesion. Headteachers should foster a supportive school environment that prioritizes the well-being of students and families. Teachers should Cultivate a safe and supportive classroom environment where students feel valued, respected, and empowered to express themselves.

Knowledge Assessment of Local People on Solid Waste Management in Rwanda; A Case study, Nyamata City in Bugesera District

Knowledge Assessment of Local People on Solid Waste Management in Rwanda; A Case study, Nyamata City in Bugesera District

Project Risk Management and Project Success of Rice Production in Rwanda; A Case of Rice Cooperatives of Bugesera District (2019-2022)

Project Risk Management and Project Success of Rice Production in Rwanda; A Case of Rice Cooperatives of Bugesera District (2019-2022)

Effect of Project Planning on Project Performance: A Case of Sexual Reproductive Health and Rights Project (SRHRP) Implemented by Save Generations Organization in Bugesera District, Rwanda

Effect of Project Planning on Project Performance: A Case of Sexual Reproductive Health and Rights Project (SRHRP) Implemented by Save Generations Organization in Bugesera District, Rwanda

Community Participation on Performance of One Cup Milk Per Child Project in Rwanda: A Case of Selected School-Based Early Childhood in Bugesera District

Community Participation on Performance of One Cup Milk Per Child Project in Rwanda: A Case of Selected School-Based Early Childhood in Bugesera District

Influence of Monitoring and Evaluation on Project Performance in Rwanda: A Case of Rural Electricity Distribution Project in Bugesera District

Influence of Monitoring and Evaluation on Project Performance in Rwanda: A Case of Rural Electricity Distribution Project in Bugesera District

Influence of Monitoring and Evaluation on Project Performance in Rwanda: A Case of Rural Electricity Distribution Project in Bugesera District

Influence of Monitoring and Evaluation on Project Performance in Rwanda: A Case of Rural Electricity Distribution Project in Bugesera District