Education In Rwanda Research Articles

Causes of Inappropriate Use of Kinyarwanda in the Rwandan Media

This study focused on causes of inappropriate use of Kinyarwanda in the Rwandan Media by the use of the explanatory design. The target population was 225 media stakeholders. The sample size involved 10 employees at the Rwanda Broadcasting Agency, 20 students who were studying journalism at the University of Rwanda and 20 Rwandans who regularly followed different Kinyarwanda entertainment programs through the RBA. The study employed semi-structured interviews and focus group discussions to acquire qualitative data and a questionnaire for quantitative data. The analysis focused on themes related to the topic. It was also accomplished through descriptive statistics. The study discovered numerous causes of the misuse of Kinyarwanda in Rwandan media. Such the causes include failure to teach Kinyarwanda as a compulsory subject in secondary school, absence of a staff in charge of monitoring the appropriate use of Kinyarwanda in the entertainment programs and the recruitment which does not consider mastery of Kinyarwanda. Based on the findings, the study recommends the Ministry of Education in Rwanda to revise the teaching and learning policy of Kinyarwanda in schools and incorporate Kinyarwanda subject as a compulsory subject. Each Kinyarwanda entertainment program should have a staff in charge of monitoring the appropriate use of Kinyarwanda. The researchers further recommend that media institutions should employ qualified journalists in Kinyarwanda entertainment programs.

Effect of Teachers' Motivation on their Working Performance. Comparing Boarding School and Twelve Years' Basic Education in Rwanda

Effect of Teachers' Motivation on their Working Performance. Comparing Boarding School and Twelve Years' Basic Education in Rwanda

Civic education in Rwanda: the impact of the Itorero program

The authors discuss the transformation in civic education in Rwanda. Before the arrival of the colonizers, Rwanda had traditions in education and uniting societies. Colonialism destroyed the educational system and divided the society. The re-introduction of the traditional system has been also explored – the example of the Itorero program and its impact on the unity and reconciliation efforts of the government – on the basis of various conducted studies. The main aspects that are taken into account in this study include: the significance of civic education, the Itorero program and the best predictors of success, and the role of civic education in promoting the well-being of communities and nations. The authors not only analyze the functioning of the Itorero institution, but also aim to seek answers to the questions of whether and to what extent the Itorero program affects civic education and to what extent it is an effective tool for uniting the Rwandan society.

Teacher Educators and Student Teachers’ Perceptions on the Implementation of Learner-Centred Pedagogy in Higher Education in Rwanda

Most of research conducted on Learner-Centered Pedagogy (LCP) in sub-Saharan region recommend further exploration of its implementation. This study sought to look into it with particular interest in learner-centred application at University of Rwandan - College of Education.The study adopted a mixed method approach with a sample size of 278 teacher educators and student teachers.The findings revealed teachers’ positive perceptions of learner-centred pedagogy with a grand mean of 3.70 and students’ moderate perceptions with a mean of 3.01. Likewise, the findings highlighted the implementation of LCP at a moderate level with a mean of 3.23. Results bespeak that LCP was influenced by teachers’ heavy workload (Mean: 4.07), limited resources and facilities (Mean: 4.00), students’ reluctance to be active participants (Mean: 3.47), insufficient time allocated to lessons (Mean: 3.47), lack of funding (Mean: 3.33) and perceived students’ low ability (Mean: 3.17). Coping with any of these challenges will yield effective LCP implementation in higher education.

Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda

The improvement of teaching quality within secondary schooling has been a core focus within Rwandan educational reforms. Despite this emphasis, efforts towards defining this construct have been minimal, particularly amongst head teachers and government officials who often hold responsibilities in monitoring, evaluating and guiding teaching improvements. To address this gap, this study aimed to shed light on these stakeholders’ perceptions of teaching quality, the extent of alignment between their views and the degree to which they reflected earlier teacher conceptions. Data from this study drew upon semi-structured interviews with 5 head teachers and 11 government officials from three Rwandan districts. Using constant comparison analysis, findings revealed that strong agreement exists between perceptions of stakeholder groups, as evidenced by a shared recognition that teaching inputs, processes and outcomes are vital components of the teaching quality construct. Key differences that emerged included recognition of the impact of external factors on teaching quality and their greater focus on the importance of inclusion compared with teachers. The results suggest a need for greater emphasis on these factors within initiatives focused on improving teaching to better align the expectations of stakeholders concerning teaching quality. These results have implications for policy and for the evaluation and professional development of teachers.

School Feeding Program and Students’ School Attendance in 12 Years Basic Education in Rwanda

Feeding students especially at school increase the students’ school productivity due to the fact that students get opportunity to take lunch at school and continue their studies. The purpose of this study was to establish the relationship between the  program of offering lunch to students and students’ attendance in Rusizi District. The target population was 360 respondents. From this population, a simple random sampling and convenient sampling techniques were used to get 189 respondents. Questionnaire, document analysis review and observation were used as data collection instruments. IBM SPSS version 23 was used in the study for the management of quantitative data. Besides, thematic analysis was used to analyze the qualitative findings. The findings revealed the implementation of lunch meal program is effective in terms of involvement of stakeholders with the mean of 3.51 and meal quality and quantity with the mean of 3.44 which is interpreted as high and assets and materials were rated as moderate. It was also found that the level of dropout has diminished considering the mean of 3.95, the level of absenteeism has diminished considering the mean of 3.42, the students can spend the whole day at school without any interruption considering the mean of 3.96, and it was revealed that students can endure long hours of teaching without showing fatigues considering the mean of 3.82. The study revealed that there is a statistical significant positive correlation between meal lunch program and school attendance where r= 0.771 and P= 0.016< 0.015. It is recommended that all involved stakeholders should work hand in hand to improve the program lunch mean at schools since it may help in producing students who are competent. Keywords: School, school attendance, school feeding program and 12 Years basic education

Gender-Related Factors Influencing Female Students’ Participation in Higher Education in Rwanda

Rwanda is widely seen as one of the most progressive countries in the world with regard to promoting gender equality and women’s empowerment. In education, for example, girls’ access to primary and secondary education is among the highest in Africa. However, female students’ participation remains limited in public universities and they constitute only around a third of the student population at the University of Rwanda. This article explores the factors that influence female students’ participation in public higher education in the country. It draws from a study commissioned by the University of Rwanda on the causes of low female enrolment at the institution that was conducted between 2016 and 2017. The study employed a mixed methods approach, and data was gathered by means of questionnaires, in-depth interviews, and focus group discussions. The results revealed interlinked structural (such as university policies) and socio-cultural factors that contribute to the exclusion of female students from Rwanda’s top university. Given the complexities involved, this calls for a multi-pronged approach to address the issue of female representation at the University.
 Key words: Gender disparities, female students, higher education, Rwanda

Enhancing Students’ Attitudes in Learning 3-Dimension Geometry using GeoGebra

Using technology for learning geometry has been found to have a positive impact on students’ skills and attitudes. GeoGebra software is effective in encouraging teachers to employ technology as a supporting tool to improve student potential in their learning of mathematics. However, GeoGebra software has not yet been formally introduced into the teaching and learning of mathematics in Rwanda. This research aimed to ascertain Rwandan upper secondary school students’ attitudes when learning geometry with GeoGebra. A total of 84 participants from four schools were purposively sampled and categorized into two quasi-experimental design groups. A group of 44 students was the control group, and 40 students formed an experimental group. Attitude scales were administered to both groups pre and post intervention. Students in the control group were taught geometry in the traditional way, and students in the experimental group studied 3D geometry using GeoGebra software as a supporting tool. To collect data, we used a standardized attitude scale. The results reveal a statistically significant difference between the groups and, therefore, confirm the effectiveness of GeoGebra in improving students' attitudes when learning 3-D geometry. However, a correlation analysis did not find a high correlation between students' performance and attitude. Based on the results, the researchers recommended integrating GeoGebra software at different levels of education in Rwanda, in mathematics curricula generally, and in geometry in particular.

The Influence of E-Learning on Teaching Administration of Primary Education in Rwanda

The development of information technology (e-Learning) has a potential to support the learning process revolution; in this matter, a research is to be carried out to assess the impact of e-Learning on the teaching and learning management in primary education in Rwanda. The researcher must test the validity of the learning using expert validation sheet instruments and limited testing using observation sheets, interview guides, questionnaires and documentation as the main instruments. Data analysis will be collected using descriptive analysis techniques. E-learning is able to generate a high attractiveness and high learning motivation for the students. Learning is more fun so that students learn more optimally and effectively. The main thesis is that E-learning spawns numerous problems for primary students—namely a homogenization and dehumanization. This ultimately leads to what Ritzer (2000) calls a ‘Mc Donaldisation of education’
 Key words: E-Learning, Teaching Management.
 
 
 
 
 INTRODUCTION

Teaching and Learning Barriers in Inclusive Education for Physically Impaired Students and Their Academic Performance in Selected Secondary Schools in Rwanda a Case in Bugesera District

Rwandan Education System gives equal chances to all students to access schooling regardless of their background including students with physical disability by empowering them with well-equipped skills, values, attitude and knowledge needed for every child without any discrimination. The main target of this research project was to examine the effect of learning and teaching barriers in inclusive education for physically impaired students on their academic performance in selected secondary 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 and the population of this study comprised of 647 respondents including 185 teachers, 15 head teachers, 432 students 15 deputy head teachers in charge of studies. The Researcher used simple random sampling technique to choose students, Stratified sampling technique was used to select teachers and the researcher used purposive sampling to select head teacher and deputy head teachers. The researcher used Yamane formula to determine the sample size population. Objective one was based on the identification of teaching and learning barriers therefore The findings revealed that the teaching and learning barriers were inadequate school infrastructures barriers, inappropriate teaching and learning approaches used by the teachers, lack of parents engagement and teachers qualification. Objective two was based on the impact of teaching and learning barriers on physically impaired students ‘academic performance therefore results indicated that 95.9% of respondents highlighted that they affect students’ academic performance negatively. Therefore it was indicated with the Pearson correlation coefficient(r) of 0.941 to indicate that they were strongly positively and statistically significant means that the well-dressed teaching and learning barriers in inclusive education for physically impaired students enhance the students’ academic performance in secondary schools of Bugesera District, Rwanda. It was shown by the regression analysis model with R Square of 0.886 means that more strategies to prevent teaching and learning barriers were appreciated to enhance, promote the Students’ academic performance in Rwanda. The Researcher recommended that government should continue advocating for the physically impaired students for the betterment of their academic performance, Ministry of education should organize CPDs for the teachers on how to identify and support the SEN, and Government should promote job creation for the SEN students after completion of their education. Keywords: Teaching and Learning Barriers, Inclusive Education, Impaired Students, Academic Performance, Physically Impaired Students.

School Management Strategies and Students' Academic Performance in Twelve Years Basic Education in Rwanda

The effective management of school activities through establishment of various professional strategies plays an important role in improvement of students’ academic performance. The purpose of this study was therefore to determine the effect of school management strategies on students’ academic performance in twelve years basic education in Bugesera district in Rwanda.  The study employed correlation research design. The target population was 349 people. The sample size of the study was 187 found by adopting the Yamane formula. The study used questionnaires to collect the data. The findings revealed that supervision, peer learning, school feeding program implementation and implementation feedback and school community relationship can improve students’ academic performance. Regression analysis showed that school management strategies influence students’ performance at 64.9 percent. It was also indicated that, every increase on the influence of school management strategies on students’ academic performance increases at 46.25 percent. The study recommended that ministry of education and educational planners should provide school management facilities in Twelve Years Basic Education and effective set up that should enhance students’ academic performance. School head teachers should follow up the implementation of school management strategies daily so that students’ academic performance in 12YBE can be improved through developing students’ grades, promotion rate, school attendance and homework completion. Keywords: Management, strategies, school management strategies, academic performance and twelve years basic education 

Analysing the importance of e-government in times of disruption: The case of public education in Rwanda during Covid-19 lockdown

The world has been in the grip of the Covid-19 pandemic since 2019. The Rwandan Government failed to establish e-government infrastructure to provide e-education during the lockdown (a.k.a Guma mu Rugo or Stay home), resulting in all children having to repeat the academic level they were in when the lockdown started in March 2020. The problems in Rwanda’s education during Covid-19 are partly attributed to the government’s ICT (a.k.a ikorana buhanga in Kinyarwanda) platform which does not prioritise e-education services, government’s inability to provide infrastructures for e-government, and the lack of ICT equipment and skills. Research on the aspects of e-government and e-education in Rwanda is limited. Knowledge is scarce about what happened to public education in Rwanda during the lockdown. This study aimed to explore the effects of the lockdown on Rwanda’s public education and how e-education could have helped provide public education. A desktop research method, involving collecting data from existing sources on e-government and the state of public education in Rwanda during Covid-19, was conducted. The results show that the lockdown has negatively affected public education because the country failed to provide e-education services. To address the impact of the Covid-19 lockdown and possible future lockdowns, the Government of Rwanda must establish an e-government infrastructure that provides e-education. It will also need to establish affordable infrastructure in rural areas where it does not exist.

Effect of Early Childhood Education on Socio-Economic Transformation of Communities in Rwanda

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities

School Leaders' and Teachers' Preparedness to Support Education in Rwanda during the COVID-19 Emergency

Due to the COVID-19 pandemic, all Rwandan schools were closed in March 2020; they started to reopen in November 2020. To understand the Rwandan schools' level of preparedness to teach remotely during this unprecedented emergency, and for the eventual return to school, we conducted phone surveys with school leaders and teachers in 298 secondary schools in August 2020. Drawing from knowledge mobilization theory and quantitative data, our results indicate that there were gaps in school leaders' and teachers' access to technology and training, and a lack of preparedness that could inform policy and practice in future emergencies. Our findings reveal that, before the pandemic, the male teachers in Rwanda had more access than the female teachers to both technological devices and online experience, and that the teachers from well-resourced schools were more likely than teachers from regular schools to own some kind of device to use for teaching. We found that the teachers whose school leaders had received guidance on how to continue education during the school closures were more likely to receive their support. Two additional findings were that younger teachers were more likely than the older ones to support their students during the school closures, and that the school leaders and teachers we surveyed believed that students from low-income families and rural areas benefitted the least from remote learning. These findings indicate that, in Rwanda, the level of preparedness to support schooling during the COVID-19 emergency was negatively affected by preexisting and ongoing inequalities in access to both material and nonmaterial resources.

Effect of project-based learning: learners’ conceptualization and achievement in science education

Over the past decades, academic interests in teaching and learning approaches emerged alongside the modernization discourse of the education sector. Since then, a paradigm shift from consideration of education as art to science is observed. Although project-based learning approach seems important in enhancing the overall academic achievement of learners, a willingness of teachers to implement it, remains critical and its implication in science education became an integral matter of serious concern. The current study used a quasi-experimental design to determine the effect of the project-based learning approach (PBLA) on the academic achievement of learners in science education in Rwanda. This article provides an insight into how educators consider the use of some specific teaching approaches relevant in the 21st century and articulates the advantages of PBLA. The null hypothesis was rejected based on the results obtained as the p-value was less than 0.05 (p<0.05). Though some participants demonstrated a strong confusion about the role of the project-based learning approach, the current study exposed unparalleled benefits linked to the proper design and implementation of PBL in the teaching and learning process. There is a positive effect in overall academic performance of learners in science subject when PBL is properly designed and integrated into teaching and learning processes.

The Impact of E-Learning on Teaching Management of Primary Education in Rwanda

The research conducted to assess the impact of e-Learning on the teaching and learning management in primary education in Rwanda. The researcher must test the validity of the learning using expert validation sheet instruments and limited testing using observation sheets, interview guides, questionnaires and documentation as the main instruments. Data analysis was conducted using descriptive analysis techniques. E-learning is able to generate a high attractiveness and high learning motivation for the students. respondents to give their level of agreement to the statements relate to factors to that influence e-learning teaching management materials, it was revealed that 47.9% strongly agree that there is management of eLearning in their respective schools, 35.4% agree with the statement and 16.7% disagree that in Management of eLearning in your school with mean of 4.58 and a standard deviation of 0.43. Learner’s perspective on learning using e-learning, E-Learning teaching materials, Teacher perspective on teaching using e-Learning. (F=7.761, p value =0.000) shows that there is a significant relationship between p existing Learner’s perspective on learning using e-learning, E-Learning teaching materials, Learner’s perspective on learning using e-learning.at least one of the slope is not zero. Key words: E-learning, Learning Materials, Management of Primary Education.

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

Planning reform to competency based curricula in undergraduate nursing and midwifery education: A qualitative study

BackgroundReform to Competency-based curricula, a standard for training health professionals of the 21st century, requires rigorous planning for successful implementation. However, although the reform defines the direction of the schools and quality of their products, it lacks in planning and prominence which could lead to the failure and waste of resources. ObjectiveTo explore the processes of planning reform to Competency-based curricula in undergraduate nursing and midwifery education in Rwanda. DesignThis study adopted a qualitative approach to give detailed descriptions and explanations of the phenomenon. Ethics approval and permissions were obtained before data collection. SettingsThe data was collected on two campuses of the University of Rwanda offering undergraduate nursing and midwifery programs. Participants17 staff participated in this study. MethodsThe data was collected through in-depth individual interviews of staff including four administrators and leaders, seven people occupying both academic management and teaching posts, and six educators. The data was analysed by the researchers following Corbin and Strauss' grounded theory through open coding, axial coding, and selective coding. ResultsEmerged categories were: (a) Establishment of a curriculum development team, (b) sourcing of curriculum development experts, (c) situational analysis, (d) curriculum development, and (e) preparation of stakeholders. ConclusionWell-planned reform to Competency-based curricula leads to successful implementation through the involvement of different stakeholders from the beginning.

Students’ attitudes towards physics in Nine Years Basic Education in Rwanda

<span lang="EN-GB">This study investigated students’ attitudes towards physics in Nine Year Basic Education (9YBE) in Rwanda. Data were collected from 380 students from Kayonza and Gasabo Districts using a physics attitudes test. Findings illustrated that more than a quarter of participants felt that learning physics is boring. About 39% think that the subject of physics does not relate to the real-world experience. A significant number of participants had negative attitudes towards physics in terms of the effort required for learning. The findings also showed that the overall level for participants in physics problem-solving skills was low</span><span lang="EN-US">.</span><span lang="EN-GB"> The item-by-item analysis showed that the differences between responses of students from rural schools and their counterparts from urban schools in categories of problem-solving and physics concepts connections and understanding are statistically significant. It was found that many students in rural schools need to know more about the interpretation of a new equation to be able to apply it to a new physics problem.</span>

Students’ attitudes towards physics in Nine Years Basic Education in Rwanda

This study investigated students’ attitudes towards physics in Nine Year Basic Education (9YBE) in Rwanda. Data were collected from 380 students from Kayonza and Gasabo Districts using a physics attitudes test. Findings illustrated that more than a quarter of participants felt that learning physics is boring. About 39% think that the subject of physics does not relate to the real-world experience. A significant number of participants had negative attitudes towards physics in terms of the effort required for learning. The findings also showed that the overall level for participants in physics problem-solving skills was low . The item-by-item analysis showed that the differences between responses of students from rural schools and their counterparts from urban schools in categories of problem-solving and physics concepts connections and understanding are statistically significant. It was found that many students in rural schools need to know more about the interpretation of a new equation to be able to apply it to a new physics problem.