Performance In Public Schools Research Articles

Development and Psychometric Properties of a Scale of Teachers’ Coping Strategies Towards the Evaluation of Performance in Public Schools

Teaching evaluation performance is an important policy adopted by the governing body of education in Peru to promote the growth of educational quality, professional development, and continuous training of teachers, as well as to ensure educational quality standards, especially in Peruvian elementary education. Therefore, this research aims to develop and evaluate the psychometric properties of a scale that measures the coping strategies adopted by elementary education teachers when evaluating their performance. A study was conducted with 317 teachers between 20 and 70 years old (M = 43.6, SD = 11.8) in public education, from preschool (10.4%) to secondary (24.9%) educational levels, including special and alternative education, and with employment status of contracted (46.1%) and appointed (53.9%). An exploratory factor analysis was performed, from which four factors emerged. These factors were then corroborated by confirmatory factor analysis (χ2 = 162, df = 13, CFI = 0.968, TLI = 0.961, RMSEA = 0.061, and SRMR = 0.056) and were named as follows: maladaptive coping, adaptive individual coping, religious coping, and instrumental support coping. Internal reliability was high for the full scale and dimensions (α and ω > 0.8), indicating that it was free of random error, yielding the same results across multiple applications for the same sample. It is concluded that the scale of teachers’ coping strategies towards the evaluation of performance (STCEP) is a valid and reliable instrument to measure coping strategies adopted by elementary education teachers in response to performance evaluation.

Making the Grade: Policy Design and Effects of Information about Government Performance

AbstractIncreasingly, governments report on public service quality, which has the potential to inform evaluations of performance that underlie voters’ opinions and behaviors. We argue these policies have important effects that go beyond informing voters. Specifically, we contend that the format in which policymakers choose to report information will steer the direction of opinion by exacerbating or mitigating biases in information processing. Using the case of school accountability systems in the United States and a variety of experimental and observational approaches, we find that letter grade systems for rating public school performance, as opposed to other reporting formats, exacerbate negativity bias. Public opinion proves more responsive to negative information than to positive information in letter grade systems than in alternate formats. Policymakers, then, do not simply inform public opinion; rather, their decisions about how to present information shape the interpretations that voters ultimately draw from the information provided.

School Principals’ Conceptual Skills and Students’ Academic Performance in Public Secondary Schools in Kakamega County

Purpose: The purpose of the study was to establish how school principals’ conceptual skills influence students’ academic performance in public secondary schools in Kakamega County. Methods: The study made use of a correlation research design. A total of 3,350 teachers, 276 deputy principals, 1104 heads of departments, and 276 principals of secondary schools in Kakamega County make up the target population of 5006 subjects. The study sampled 152 respondents, which comprised 8 principals, 8 deputy principals, 34 HODs, and 102 teachers. Stratified simple random sampling and purposive sampling techniques were applied to sample participants who were 152. Questionnaires were used to collect data from teachers, deputy principals, and heads of departments, and an interview guide for the principals. Inferential statistics which included regression analysis was used to determine how the independent factors affect the dependent variable. Results: The study found that principals’ conceptual skills had a positive and significant effect on academic performance in public secondary schools in Kakamega County. Conclusion: Ensuring teachers understand the vision and mission of the school which is the responsibility of the school principal enhances the school performance. The principal should however provide guidance to the teachers on ways to achieve the school’s vision and mission. Policymakers who make school-related policies should formulate a policy that will guide the TSC when posting principals to only post those who are competent in conceptual skills. Keywords: Leadership skills, conceptual skills, academic performance

The Role of ICT Resources Available to Students Influencing their Academic Performance: A Comparative Study between Private and Public Schools in Sindh-Pakistan

In today's digital age, Information and Communication Technology (ICT) resources play a crucial role in shaping students' academic performance. This comparative study aims to analyze the impact of ICT resources on students' academic performance in both private and public schools in Larkana Sindh, Pakistan. The study utilizes a quantitative methodology, collecting data through questionnaires administered to 100 students using stratified random sampling. This study used Smart PLS 4.0 for Data Analysis. The questionnaires assess the availability and utilization of ICT resources, including computers, internet connectivity, and educational software. Additionally, student records provide insight into academic achievements. The research sheds light on disparities in access to and utilization of ICT resources between private and public institutions. It underscores how resources in private schools contribute to an enriched learning experience and improved academic performance. Conversely, public educational institutions in Sindh often encounter challenges in providing adequate ICT resources, which can negatively impact academic achievement. By highlighting these discrepancies, the study emphasizes the importance of addressing inequities in ICT resource allocation. Policymakers and educators must work to ensure that all students, regardless of school type, have equal access to ICT resources. Bridging this gap is crucial for enhancing students' academic success and preparing them for the demands of the digital era.

Influence of teachers’ appraisal on teaching methods on students’ academic performance in public schools for Kenya certificate of secondary education

The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To examine how appraisal of teachers teaching methodology influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on teaching methods and students’ academic performance using Chi square test was = 0.9625 3.84l. The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on teaching methods and students’ academic performance. The study recommends TSC to establish, amend, the current appraisal process and provide professional development growth of teachers to enable them to be motivated when preparing and planning for instruction. To teachers, there is need to have high levels of commitments in preparation and planning, use of relevant teaching /learning materials and use diverse methods which leads to quality teachings and learning process in all classes

Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

Influence of Teaching and Learning Resources Provided by BOM on Students’ Academic Performance in Public Secondary Schools of Kisii Central Sub County, Kenya

Despite interventions by policymakers and implementers in instituting BOM so as to ensure the delivery of quality education in Kenya, performance in some schools has remained poor. According to the Sub County director of education, Kisii has witnessed very poor performance in the Kenya Certificate of Secondary Education (KCSE) examination over the years. To address the situation, the Kisii Central County Education office conducted workshops to capacity-build the BOM members from the entire County in relation to their roles in schools. It was for this reason that the study was to establish the influence of board of management practices on students’ academic performance in public secondary schools of Kisii Sub County. The study adopted a descriptive survey design. The target population consisted of 53 public secondary schools in Kisii Central Sub County with 53 principals, 391 teachers, 689 members of the Board of Management, and 14,776 students. The sample size comprised 44 secondary school principals, 44 assistant teachers, 42 students and 248 members of the Board of Management. This constituted a total sample size of 378 respondents. Data was collected through self-administered questionnaires as well as through interview schedules for the BOM members. A pre-test of the instruments was conducted in three schools using 38 respondents constituting 10% of the study sample. Quantitative data was analyzed using descriptive statistics (frequency counts, the mean, and standard deviation) and inferential statistics (correlation) by employing SPSS version 21.0 and excel computer packages. Qualitative data was organized into themes, and categories as they emerged from the field and presented in narrative form. The analysis of results revealed that teaching and learning resources, staff recruitment and incentives positively and significantly influence the academic performance of students in secondary school. The study recommended that in order to improve the academic performance of students in secondary schools, the BOM should ensure that they provide enough teaching and learning materials to schools to guarantee the performance of students in their academics, recruit competent teachers to improve the teacher-student ratio which is a necessary measure in improving the performance of students in academics, establish the most appropriate method of appreciating teachers and students so as to motivate them to work positively toward improving the academic performance of students

EFFECT OF TECHNOLOGY INTEGRATION AND STUDENTS` PERFORMANCE IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

Through the Ministry of Education, the Rwandan government seeks to improve the quality of education by emphasizing science, technology, and innovation. This study looks into how technology integration affects English language proficiency among students in public day secondary schools, particularly in the Rutsiro District. The Research aimed at evaluating the effects of technology integration on students English performance in public day secondary schools across Rwanda, with a focus on Rutsiro District. Georges Siemens 2005 idea of connectivism serves as the foundation for the theoretical framework of this investigation. Prior studies have demonstrated a favourable relationship between students proficiency in English and the integration of technology. The researcher used the Yamane method to pick 122 respondents as a sample from the population of 542 informants who were the focus of this study. Data were collected for the study through the use of questionnaires, guided interviews, and educational material analysis. Both descriptive and correlational design were applied. The analysis of quantitative data was conducted with SPSS software, version 25. In this case, regression, correlation and descriptive analysis were established. Qualitative findings were analyzed using thematic analysis and lastly the data were presented and discussed thereafter. The findings indicate that 47.8% and 43.4% agreed and strongly agreed respective that computers, smartphones, audio files, sound recorder and projectors have a positive effect on students English communication skills, participation in class, school progress-completion, ICT usage and academic performance. The mean for all variables were approximately 4 with standard deviation of 1 approximately. The beta coefficients for technology tools being integrated, smart phones, computers and audio files were 60.5%, 5.1% and 21.9% corresponding with p value 0.000, 0.581 and 0.002. The study concluded that the integration of technology, including smartphones, computers, and audio files, positively impacts students performance in English at public day secondary schools in Rwanda. Recommendations were provided to stakeholders, including teachers, head teachers, and students, regarding the importance of digital skills in 21st-century education. Additionally, suggestions for areas for future research were presented.

Influence of Family-Related Truancy on Pupils’ Academic Performance in Public Primary School in Kakamega Central Sub-County, Kenya

Education is a continuous process of structured instruction aimed at achieving Sustainable Development Goals (SDGs) through pupils’ academic performance. However, Kenyan primary schools encounter persistent challenges, including low grades, behavioral issues, lack of engagement, and difficulties in mastering basic academic skills, raising significant concerns. Thus, the purpose of the study was to investigate the influence of family-related truancy on pupils’ academic performance in public primary school in Kakamega Central Sub-County, Kenya. The study was anchored on Hirschi (1969) social control theory. The study employed a descriptive survey research design, targeting768 respondents, including 67 deputy head teachers 134 pupils and 567 class teachers. The sample size comprised 256 individuals, consisting of 24 head teachers, 45 pupils and 205 class teachers, selected using a stratified random sampling technique. Data were collected through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study, demonstrating a Spearman’s rank correlation coefficient of 0.74. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data were analyzed for common themes, organized, and discussed within the study’s main objective areas, with relevant quotations used to present findings. The research findings indicated a statistically significant correlation (p=0.00 at α = 0.05) between causes of family-related truancy and pupils’ academic performance in public primary schools. Therefore, it is recommended that education policymakers devise and execute comprehensive guidelines and support systems to effectively manage and mitigate the various causes of truancy stemming from family. The information provided by this study will benefit policymakers, community members and academicians.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Influence of Organizational Roles on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational roles on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The study found that the correlation coefficients between organizational roles and administrative performance in public secondary schools in Nakuru County, Kenya (r = 0.567, p = 0.002) was strong and significant. Organizational role significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that clearly defined administrative roles be established.

Influence of Organizational Technology on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational technology on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The findings reveals a strong and significant correlation between organizational technology and administrative performance (r = 0.876, p = 0.004). It was concluded that organizational technology, significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that operational efficiency be enhanced, and technology be integrated.

Significance of Educational Leadership Styles on Pupils Academic Achievement in Primary Public Schools in Morogoro Municipality, Tanzania

The study investigated the significance of educational leadership styles towards academic achievement in primary public schools in Morogoro Municipality. A convergent research design was employed. Utilizing a mixed-methods approach, the study targeted teachers and heads of schools, with simple random sampling used for teachers and purposive sampling for heads of schools, resulting in a sample size of 77 respondents. Data were gathered through questionnaires and semi-structured interviews, and analyzed using descriptive statistics for quantitative data and thematic coding for qualitative data, aligning with the study’s research objectives. The study found that, effective leadership styles significantly impact academic performance in primary public schools. Visionary, supportive, and collaborative approaches, coupled with clear communication, create a positive school culture, motivate students, and improve teacher-student interactions, thereby enhancing academic success. The study recommended that school leaders adopt these styles, prioritize vision and support, and foster collaboration to boost educational outcomes. Providing professional development for leaders and encouraging a culture of continuous feedback will further align leadership practices with the needs of the school community, ultimately supporting student success and driving academic excellence.

The Contribution of Collaboration among the Parents, Teachers and Community on Public Secondary Schools Students’Academic Performance in Kibaha District

The study investigated the contribution of collaboration among parents, teachers and community towards improving academic performance of students in public secondary schools in Kibaha District. The study employed qualitative approach by using case study design with 61 respondents. The instruments used to collect information were interview, focus group discussion, and document review. The collected data were analyzed through content analysis for collected qualitative data. The study highlights the significant impact of collaboration among parents, teachers, and the community on enhancing students’ academic performance in public secondary schools. Effective collaboration facilitates resource mobilization, supports discipline control, and ensures the successful implementation of educational plans. To build on these benefits, schools should reinforce communication channels, actively involve stakeholders in resource and planning efforts, and promote shared responsibility for discipline, while supporting educators with professional development to improve overall educational outcomes.

Influence of Parenting Styles on Public Secondary School Students’ Academic Performance in Iringa, Tanzania

The purpose of this study was to examine the influence of parenting styles on students’ academic performance in public secondary schools in Iringa, Tanzania. The study employed the survey research design with a sample of 100 respondents out the population of 600 students from selected schools. This study used a questionnaire method of data collection. The analysis of data involved the regression analysis. The study established that authoritarian, authoritative as well as permissive parenting styles influenced students’ academic performance. However, each parenting style influenced the academic performance at different rates, the authoritarian parenting being the most effective parenting style, followed by permissive and authoritative styles. Therefore, parents need to be aware of the parenting style they use and opt for the best parenting style, which may improve their children’s academic performance.

The Effects of New COVID-19 Classrooms Construction Project Towards Students’ Academic Performance in Public Secondary Schools in Lushoto District Council, Tanzania

This study assessed the effects of COVID-19 classroom construction project towards the improvement of student’s academic performance in public secondary schools in Lushoto District Council. The study used qualitative research approach. The target population comprised of District Secondary Education Officer, Ward Education Officers, Heads of Schools, teachers and school board chairpersons. Sample size for this study was 61 participants. The instruments used to collect data were interviews and focus group discussions. The collected data were analyzed through thematic analysis. The findings indicate that the new classrooms have significantly reduced overcrowding, fostering a more conducive learning environment with better individual attention, enhanced learning conditions, and improved academic performance. The reduction in student density has also facilitated social distancing, leading to increased student engagement and decreased absenteeism. Enhanced classroom conditions have positively impacted students’ concentration, morale, and motivation, contributing to higher enrollment and academic success. To build on these benefits, it is recommended that education authorities continue investing in modernizing school infrastructure to address overcrowding, ensure regular maintenance, and upgrade facilities. Prioritizing interactive teaching methods and efficient resource management, along with continuous evaluation of infrastructure impacts, will further enhance student performance and guide future educational investments.

Tuition Fees Reduction on Student Performance in Public Secondary Schools of Rwanda

The research investigated the contribution of tuition fee reductions to student performance in public secondary schools in Rwanda. Specifically, the research examines the specific factors that contribute to the effectiveness of tuition fee reduction in public secondary schools in Rwanda, assesses the level of academic performance of students in public secondary schools due to the reduction in tuition fees in Rwanda, and analyzes the relationship between tuition fee reduction and the students ‘academic performance in public secondary schools in Rwanda. This study's target population will consist of 415 respondents. The sample size will be 194 people. This study utilized primary sources like questionnaires, interviews, and observation to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis. For the first objective, results indicate that the majority of teachers, with a total of 92.0%, strongly agreed or agreed that a rising percentage of students are enrolling; 96.0% either strongly agreed or agreed that class participation and engagement; and 90.7% strongly agreed or agreed that low completion rates show the specific factors that contribute to the effectiveness of tuition fee reduction. For the second objective, 94.0% strongly agreed or agreed that graduation rates were high, and 98.6% either strongly agreed or agreed that a high number of students attended. Additionally, 96.6% strongly agreed or agreed that higher national examinations resulted, and 72.0% strongly agreed or agreed that retention rates indicate the academic performance of students in public secondary schools due to the reduction of the reduction of tuition fees in Rwanda. Results on the relationship between tuition fee reduction and the students ‘academic performance in public secondary schools in Rwanda. The correlation matrix between independent variables (government funding, institutional budget, and program section) and dependent variables (increased number of graduates, high student attendance, and increased student retention rates) shows positive significance since the p-value was less than 0.05. Based on research findings It is recommended that A tiered tuition fee structure, scholarships, grants, increased government funding, a free education policy, private sector involvement, and cost-sharing programs can make education more accessible and affordable for students.

Influence of Gender Participation in Sport on Students’ Academic Performance in Public Day Secondary Schools in Rwanda: A Case of Muhanga District

The study explored the influence of gender participation in sport on students’ academic performance in day public secondary schools in Rwanda, specifically the case of Muhanga district. The specific objectives of this research were to assess the availability of sport resources in day public secondary schools in Muhanga district, Rwanda, to examine the students’ academic performance in day public secondary schools in Muhanga district, Rwanda, and to evaluate the relationship between gender participation in sport and students’ academic performance in day public Secondary schools in Muhanga District, Rwanda. The research targeted a population of 912 including 720 students, 144 teachers and 48 Head teachers selected from different schools in all sectors of Muhanga district, Rwanda. A sample size of 279 respondents were used, this include 221 students and 44 teachers were randomly selected and 14 head teachers selected purposively. Data collection was through questionnaires made for students and teachers, and interview guides designed for school head teachers. The method of data analysis involved the utilization of IBM SPSS 22.0. Every piece of information from the surveys and interviews was consistently grouped into categories. Following that, the information was showcased and talked about through the use of tables and figures. The research findings reveal critical gaps in sports resources in public day secondary schools in Muhanga district, Rwanda. A significant 57.9% of students reported inadequate sports facilities, and 52.9% cited insufficient equipment, highlighting the need for improvement. While 54.8% felt sports did not enhance their academic performance, 44.8% indicated it motivated academic engagement. Regarding gender participation, 54.3% believed sports positively influenced academic results, yet 56.1% felt insufficient efforts were made to promote gender equality in sports. Teachers largely recognized the academic benefits of athletic involvement. These findings emphasize the need for improved sports resources and greater gender inclusivity to enhance academic success. The research emphasizes the need for educational policymakers to integrate sports with academics to enhance student development and ensure gender equality in sports participation. It advocates for structured programs that develop essential skills and calls on the Ministry of Education to provide adequate resources and training for teachers.

Teachers’ Continuous Professional Skills Development and Students’ Academic Performance in Upper Public Secondary Schools in Rwanda

This research examined the link between teachers' continuous professional development (CPD) and students' academic performance in public upper secondary schools in Rusizi District, Rwanda. The study aimed to identify CPD practices influencing student outcomes, assess students' academic performance related to CPD, and analyze the relationship between the two. Utilizing a descriptive and correlational design, the study combined quantitative and qualitative methods, focusing on a population of 36 headteachers, 188 teachers, and 5,459 students totaling 5,683 respondents. A sample of 373 was determined using the Yamane formula, with respondents selected through random and purposive sampling. Data were collected via questionnaires and analyzed using SPSS version 21. Findings indicated that 41.7% of respondents agreed that lesson preparation enhances teachers' professional skills, while 83.3% agreed that effective communication is crucial. Additionally, 66.7% noted the importance of using various teaching methods and managing classrooms effectively. For students, 92.8% acknowledged that test results significantly affect academic performance, and 97.3% agreed that graduation rates are vital. The analysis showed a positive correlation between teachers' CPD and students' academic performance, with a p-value less than 0.05. The study recommends that the Ministry of Education and the Rwanda Education Board implement policies to support CPD, appoint qualified facilitators, and encourage school principals to foster a culture of professional development to enhance student success.

Influence of Cooperative Learning Practices on Students Motivation in Entrepreneurship Subject in Public Secondary Schools in Rwanda

Purpose: The study aimed to assess the "Influence of Cooperative Learning Practices on Student Motivation in the Entrepreneurship Subject in Public Secondary Schools in Rwanda," with a focus on Gasabo District. Materials and Methods: A descriptive research design was employed, targeting teachers, head teachers, and local administrators as participants. Out of a population of 1,520, a sample of 317 respondents was selected using Taro Yamane's formula. Data were collected through questionnaires, and analysis included regression, correlation, and descriptive statistics. Qualitative data were analyzed using thematic analysis. Findings: The study found that while 58.9% of teachers reported that students rarely applied Entrepreneurship skills in business contexts, 25.8% noted that students engaged with these skills about once a week. A majority of teachers (60.2%) agreed that cooperative learning practices improved school completion rates, with a mean score of 3.5 and a standard deviation of 1.1, although students' overall academic progress in Entrepreneurship remained low. Furthermore, Entrepreneurship usage was shown to influence students' academic performance by 77.2%, with the remaining 22.8% affected by other factors. A significant positive correlation (r = .684, p = .024) was observed between Entrepreneurship usage and academic performance. Conclusion: The study concludes that implementing high standards of cooperative learning practices in Entrepreneurship instruction can significantly enhance students' academic performance in public secondary schools in Gasabo District.