Schools In Rwanda Research Articles

Information, Communication & Technology Usage and Students’ Academic Performance in Public Secondary Schools in Rwanda

The effectiveness of Information communication and Technology (ICT) usage makes effective improvement in terms of school productivity and students’ performance. The purpose of this paper therefore was to establish the influence of ICT usages on students’ academic performance in selected public secondary schools in Nyamasheke district in Rwanda. The target population was 297 people and   170 respondents as sample size got by using Yamane formula. Descriptive and correlation research designs were employed. Questionnaire, guided interview and education document analysis review was used as data collection instrument. The quantitative data was analyzed using IBM SPSS software version 21. Qualitative data was analyzed thematically.  The findings revealed that majority of students corresponding with 58.9% of teachers indicated that their students never use ICT laboratory while 27.2% of teachers revealed that their students use ICT laboratory once in a week which reduces the level of students’ academic performance. It was revealed that when ICT usage implement effectively, influences the level students’ academic performance at 77.2% and the remaining 22.8% can be affected by other variables. It was also noted that that there is a statistical significance high positive relationship between ICT Usage and students’ academic performance thus P-value = .024 which less than 0.05 as the level of significance and Pearson coefficient of correlation r = .684 which is high. This paper recommends that the Ministry of Education should provide the adequate infrastructures of that can enhance the usage of ICT in daily teaching and learning activities in order to improve the ICT literacy in schools and school productivity. Keywords: ICT usage, Secondary School, Students’ academic performance, Public Secondary Schools, Rwanda

Influence of Instructional Leadership Practices on Teacher Continuous Professional Development in Selected Public Primary Schools in Rwanda

The instructional leadership practices make a positive change in terms of continuous professional development of teachers. The purpose of this paper therefore was to assess the influence of instructional leadership practices on teacher continuous professional development in selected public primary schools in Gicumbi district in Rwanda. The target population was 256 people and   162 respondents as sample size got by using Yamane formula. Descriptive and correlation research designs were employed. Questionnaire, guided interview and education document analysis review was used as data collection instrument. The quantitative data was analyzed using IBM SPSS software version 21. Qualitative data was analyzed thematically. The findings revealed that indicated that an average of 27.2% of teachers accepted that there is effective instructional leadership established by school head teachers. It was also noted that an average of 26.7% of teachers agreed that there is a standard teachers’ continuous professional development in their working schools. The findings also revealed that effective school goal setting, creating conducive working environment supervision practices and teacher motivation can have influence on teacher continuous professional development at the level of 48.6% as R Square results.  This also implies that the remaining 51.4% of teacher continuous professional development can be influenced by other intervening factors. In addition, the findings also indicated that there is a positive relationship between instructional leadership and teacher continuous professional development thus P-value = .000< .01 as the significance level and Pearson coefficient of correlation r = .724. The study recommends that REB has to make effective teacher management in order to improve teaching profession among teachers and the quality of education.  Keywords: Continuous professional development, Instructional leadership, Instructional supervision, Public primary, Schools.

Relationship between School Strategic Planning and Students’ Academic Performance of Secondary Schools in Rwanda

Effective school planning requires having strategies that enhance the students’ academic performance as well as school performance. The current study sought to determine the relationship between school strategic planning and students’ academic performance of Secondary Schools in Rusizi District in Rwanda. Correlation research design was employed. The target population was 988. From this population, simple random sampling and convenient sampling techniques were used to get 91 respondents. Questionnaires were used to collect the data. IBM SPSS version 23 assisted in management of quantitative data. The findings revealed that the effectiveness of strategic planning is explained by effective communication considering the mean of 2.96, vision considering the mean of 2.97, and mission considering the mean of 2.90. It was also noted that academic performance of students in selected secondary schools was explained by the following: well performance of students during mock exams considering the mean of 2.92, existence of competition character among students considering the mean of 2.76, low level of absenteeism in classes considering the mean of 2.89, and the existence of the discipline among students considering the mean of 2.83. The findings revealed that strategic planning practices like stakeholders’ involvement and communication have positive and significant relationship with the academic performance. This was explained by (r=298, p=0.006) for stakeholders’ involvement and academic performance and (r=0.084, p=0.028). Hence, the study recommends that secondary schools in Rusizi District should prepare strategic plans that involve all stakeholders since their ideas could be constructive and provide update on the progress in the implementation of strategic plans. The schools should make clear about the vision of strategic planning where this may facilitate the activities related to monitoring and evaluation of the action plan. There is the need to provide training and other capacity building facilities in order increase the abilities in preparing strategic plans.  Keywords: School, students, strategic planning, academic performance and secondary school.

Relationship Between Secondary School Teaching Factors and Academic Performance of Students in Science Subjects in Lower Public Secondary Schools in Rwanda

The performance of students in various school activities get affected by various factors including factors associated with teaching. These can include teachers’ attitude, schools’ facilities usage, curriculum implementation and community involvement. Therefore, the purpose of the research was to assess the relationship between secondary school teaching factors and academic performance of students in science subjects in lower public secondary schools in Rwanda, particularly in Rusizi district. The target population was 185 respondents. From this population, simple random sampling and convenient sampling techniques were used to get 126 respondents. Questionnaire and interview guide were used as data collection instruments. IBM SPSS version 23 was used in the management of quantitative data. Likewise, thematic analysis was used to analyze the qualitative findings. The findings revealed there is a statistically significant low positive relationship between school installations usage and students results where r= 0.390 and p-value of 0.001, less than 0.01 was found. This shows school facilities are more important in making students more performing in different domains. The study also revealed there is a statistically significant low positive relationship between teachers’ attitudes and academic achievements where r= 0.458 and p-value is 0.000 less than 0.01. This means that teachers’ attitudes are more important in making students more performing in different domains. It was noted there is a statistically significant low positive relationship between curriculum implementation and the school achievements where r= 0.291 and p-value 0.019 is less than 0.05. This means that at certain extent curriculum implementation contribute to the academic performance. The findings also indicated there is a statistically significant low degree of positive relationship between community involvement and students’ achievements where r= 0.245 and p-value = 0.049, less than 0.05. This means that at certain extent community involvement contribute to the academic performance. This research recommends that the government should allocate enough funds to schools for improving school buildings.  School authorities and parents should construct ways of controlling students’ personal issues. Besides, there should be establishment of the departments guiding and counseling students at the educational institution like schools to resolve learners’ problems like teenage challenges, panic of exams, and subject choices among others. Keywords: Teaching factors, Academic performance, Lower Public Secondary Schools, Rwanda

Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning

Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning

Influence of Head teachers’ Instructional Supervision Practices on Teachers’ Classroom Performance in Rwanda

The school head teachers are responsible to make effective instructional supervision for the purpose of enhancing performance of both teachers and school in general. The purpose of this study was therefore to examine the influence of head teachers’ instructional supervision practices on teachers’ performance in public primary schools in Gasabo district-Rwanda. The target population was 289 respondents. A sample size of 168 obtained using Yamane formula was used in the study. Interview guide and questionnaire were used as data collection instruments. Correlation research design was employed. The findings revealed there is a significance high degree of positive correlation between head teachers’ instructional supervision and teachers’ performance where Pearson coefficient (r) was 0.913 with the p-value=0.000<0.01. The study concluded that checking teaching methods, checking the availability and use of pedagogical documents and providing pedagogical guidance can improve teachers' classroom performance. The study recommended the ministry of education should provide head teachers with instructional supervision training in public primary schools in Rwanda to improve teachers' performance. Educational planners should make an effective setup to enhance teachers' performance to make up for effective instructional supervision implementation in Rwanda's public primary schools. School head teachers should carry out regular supervision to improve teachers' performance and ensure that teachers effectively use instructional materials. Keywords: Head teacher, instruction supervision, classroom performance, teacher performance

Influence of Teachers’ Preparedness on Students’ Academic Performance in Public Secondary Schools in Rwanda

The standard level of preparedness among secondary school teachers plays an important role in improvement of students’ academic performance. Hence, the study sought to examine the influence of teachers’ preparedness on students’ academic performance in public secondary schools in Gatsibo district in Rwanda. Correlation research design was employed. The target population was 308 respondents including 280 teachers and 28 directors of studies. The sample size was 174 (158 teachers and 16 directors of studies). Yamane formula was utilized to get the sample size. Interview guide, question and document analysis were taken as instrument of data collection. The findings revealed that majority of respondents with the mean of 3.13 and the standard deviation of 1.28 corresponding with 45.6% of teachers’ agreed that they have effective use of instructional materials. It was also revealed that majority of the respondents with the mean of 3.19 and 1.28 of standard deviation revealed they use computer to prepare their lessons. The study also indicated that majority of respondents having the mean of 3.09 and the standard deviation of 1.35 corresponding with 40.5% of teachers agreed that there is active class participation. The findings also reveal that there is 26.2% of teacher preparedness able to affect the level of students’ academic performance and the remaining 73.8 % of students’ academic performance can be affected by other variables. The study found there is a statistically significant high correlation between teacher preparedness and students’ academic performance (P=.000 and r = .817). The study recommended the school head teachers to make regular checking of teachers’ documents for the purpose of enhancing the level of teachers’ readiness. The Ministry of education responsible to improve teaching profession is recommended to enhance to quality and quantity of professional training given to teachers. The Non-governmental organizations should make collaboration with the school administration for the purpose of improving the level of teachers’ preparedness and students’ academic performance. Keywords: Teacher preparedness, Students’ academic performance, Public secondary schools

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.

E-Learning Instructional Strategies and Students’ Academic Performance in Public Secondary Schools in Rwanda

Effective usage of instructional strategies through e-learning plays a significant role in improving students’ academic performance though requiring teachers to have ICT skills. Therefore, the purpose of this paper was to evaluate the effect of E-learning instructional strategies on students’ academic performance in public secondary schools in Kicukiro district. This paper employed comparative research design. The target population included 755 people, out of which 262 formed the sample size that was obtained using the Yamane formula. Questionnaires were used to collect the data. The analysis was done with the help of Statistical Package of Social Sciences (SPSS) version 16. The findings revealed that majority of students who managed to participate in E-learning were total passive in lessons. Another significant number of students indicated they did not have chance of participating in E-learning as their colleagues. It was generally revealed that a big number of students who studies through e-learning increased their performance compared to how they performed in face to face lessons. But there were also students who indicated that their academic performance was not affected by E-leaning in any way. The study concluded that E-leaning teaching and learning system affect performance of some students positively and others negatively. The study recommended that the ministry of education in partnership with school administrations should train teacher on how to teach using E-learning to equip them with techniques and methods that will help them to which will help them to involve all learners in E-learning lessons. Teachers should be more creative and must do deep research to make sure that they are equipped with enough content and appropriate methods which they use in teaching students in E-leaning classes. Further, students should create a sense of responsibility in them to avoid distractions during E-leaning classes because this will help them to follow well the explanation and other instructions given by teachers for them to understand what they are learning. Keywords: E-learning, Instructional strategies and students’ academic performance &nbsp

ISSUES IN SUBJECT COMBINATIONS CHOICE AT ADVANCED LEVEL SECONDARY SCHOOLS IN RWANDA

The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students' choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents' preferences. Therefore, students reported that they struggled to perform successfully at A' level while they used to perform well at the O' level. It was noticed that what some students learn at A' level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students' interests should be given preference than their performance. Keywords: advanced level secondary, career path, Rwandan schools, students' choice, subject combinations

Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies

ABSTRACT Literature affirms that teachers’ difficulties in mastering the subject content and its teaching can be responsible for students’ negative attitudes towards that subject. The present study sought to explore biology topics in the revised Rwandan curriculum which teachers have difficulties in teaching, the reasons for their difficulties, and ways to improve teaching and learning of such topics. Data were collected from a sample of 67 teachers who agreed to join the survey, and analysed both quantitatively and qualitatively. The results showed that 17 topics were considered difficult to teach and to learn. Molecular biology and biotechnology-related topics such as genetic engineering, gene technology, genetics, cell division, DNA replication, and protein synthesis were perceived as the most difficult to teach and learn. Teachers indicated a lack of content knowledge and visual teaching materials, inability to organise practical activities, overloaded curriculum, and the topics' abstractness to be among the reasons for the difficulty. Teachers suggested the use of virtual labs, 3D animations, provision of laboratory materials, reduction of the curriculum content, training and study visits as the practical options to alleviate the difficulties. Furthermore, the authors recommended different teachers’ professional development approaches and areas of focus for future research

Assessing the Stress Level among Medical Students in Rwanda

Purpose: Many medical students suffered from some levels of emotional disturbances or disorders, causing negative physical and mental health problems, affecting performance academically, professionally, and personally. This study was conducted to assess the stress among medical students in Rwanda, in order to design appropriate strategies to address or prevent any related potential negative consequences. Method: Medical students who were enrolled in the two medical schools in Rwanda completed an online survey that was developed based on the Stress in Academic Life Scale (SALS). The SALS has 27 4-point Likert scale questions assessing stress related to social support, motivation, curriculum and teaching, academic ambition, self-confidence, performance anxiety, and career. One open-ended question was also included for respondents’ comments. The SALS scores were categorized into “no to fairly”, “fairly to very” and “very to severely” stress levels. Results: A total of 137 samples responded. The overall median SAL score was 1.22, with over 54% of the respondents reported experiencing fairly to severe levels of stress. The highest stress levels were related to Curriculum and Teaching (median = 1.5), Self-confidence (median = 1.33), and Motivation (median = 1.33). The stress score was found to be negatively correlated to age (r = -0.205, P = 0.02), and the number of years in the program (r = -0.218, P = 0.01), and associated with receiving government funding (P = 0.01). Lack of financial support, lack of support from instructors, and disorganized academic activities were also reported as sources of stress. Conclusion: The results of this study suggested mild to moderate levels of stress were faced by the medical students in Rwanda. Finance plays a role, but the main stressors stemmed from the curriculum, teaching, and administrative organization. Medical schools should proactively create appropriate interventions to improve students’ physical and psychological well-being and provide mental health services in schools.

FACTORS AFFECTING JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN RWANDA

The purpose of this study was to determine the factors affecting the job satisfaction of teachers in secondary schools in Rwanda. The selected demographic factor, monetary incentives, and non-monetary incentives as independent variables were studied to if they influence the job satisfaction of secondary school teachers as the dependent variables. Statistical findings revealed a significant correlation at the level of 0.01of the relationship between the demographic factors and job satisfaction among secondary school teachers with various variables such as age, gender, and qualification fully involved in job satisfaction among secondary school teachers with a coefficient of 0.837. Monetary incentives were ranked as an important factor towards job satisfaction, the results indicated that there was a number of significance strong positive correlation between variables where factors like salary, taking up more responsibilities and boosting their social status, Bonuses, Contests, Profit Sharing, with coefficient 0.868, 0.854, 0.849, 0.835 respectively. Lastly, the study finds that non-monetary incentives play a significant role in the perception of the employee regarding the reward climate in the workplace and job satisfaction indicated by the nature of the job, interpersonal relationships, and additional life insurance with a coefficient of 0.868, 0.854, and 0.849 respectively. It is concluded that in the secondary school context of Rwanda; demographic factors, monetary incentives, and non-monetary incentives are much necessary for high employee engagement and have a positive impact on job satisfaction among secondary school teachers. The study recommended that School managers need to create a working environment with good interpersonal relationships and provide secondary school teachers with workshops, training, positive relationships with the principal, students and parents need to be nurtured and improved, and seminars on how to improve on their profession. Teachers’ salaries should be reviewed to enhance teachers’ job satisfaction.

Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

Parents’ Involvement in Education Activities and Learners’ Academic Performance in 12YBE Schools in Rwanda

The participation of parents in the performance of their children’ schooling activities play a significant role in the promotion of their school status and performance. The purpose of this paper therefore, was to establish the relationship between parents’ involvement in education activities and learners academic performance in 12Year Basic Education (YBE) schools in Nyarugenge district in Rwanda. The study adopted correlation research design while questionnaire, interview guide and document analysis review were used as data collection instruments. The target population was 1343. The study used simple random and stratified sampling techniques to get the sample size of 308 respondents. The study findings revealed there is a high significant positive relationship between parents’ participation in education activities at school and high score grades with 0.852. The correlation between parents’ participation in education activities was 0.873 and the correlation between parent’s participation in education activities at school and marks in discipline was .949 thus P = 0.000< 0.05. The study recommended that government should consider developing and implementing policies that support parents’ involvement in education activities. Parents should assist their children in doing their homework and set within their families an adequate environment by stimulating instructional activities and also time related to their students to revise their lessons as they also need to be cared for regarding their special needs. School principals have to cooperate with teaching staff and parents to enhance academic performance in their schools. Keywords: Parental involvement to education, learners’ academic performance and 12 years basic education

Influence of Smart Classrooms Services on ICT Capacity Building in Secondary Schools in Rwanda: A Case of Gatsibo District

This paper sought to investigate influences of smart classrooms services on ICT capacity buildings in Rwanda secondary schools. Most of the secondary schools in Rwanda have smart classrooms for enhancing ICT integration in teaching and learning. Mixed methods approach research design was adopted and targeted all 45 public Gatsibo secondary schools with smart classrooms and 31 schools were sampled using random sampling method. Stratified sampling technique was applied. Using purposive sampling method, 93 respondents were selected. Questionnaires were used for teachers and interview template was used for head teachers. The researcher found that there was a significant influence of smart classrooms services on ICT capacity building in secondary schools. Though, the study recommended the ministry of education, school administrators, and teachers. Keywords: Smart classrooms, Services, ICT Capacity building, Secondary school.

Relationship between students’ discipline and academic performance in secondary schools in Rwanda

The students’ discipline plays a significant role in the improvement of academic performance. However, any lack of students’ discipline, significantly affect negatively the level of students’ discipline. The purpose of this study therefore was to establish the relationship between students’ discipline and academic performance in secondary schools in Rwanda for advanced level studying-French-English Kinyarwanda in Rusizi district. The study adopted correlation research design while structured questionnaires, interview guide and desk review were used as data collection instruments. The target population was 283 respondents. The sample size was 166 obtained by the use of Yamane formula. The sample was obtained by the use of simple random and stratified sampling techniques. Questionnaire, interview guide and desk review were used to collect the data. The findings revealed that there is a statistical significant high degree of positive relationship between students’ discipline and academic performance. It was revealed that regular class attendance, respect of school rules and regulation and being given punishment among students create a positive change in students’ academic performance. The study recommended that the government should design effective policies and discipline guidelines. The head teachers should ensure the suitability of a set of rules and regulations in the least performing schools and there is a need to ensure students punishment management and adequate administration of school rules and regulations. Students should respect and comply with school rules and regulations through punctuality, demand of permission, constant attendance, doing homework at time, respect to teaching staff and school management personnel. Keywords: Students’ performance, students’ discipline, secondary schools, Rwanda

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.

Influence of School Financial Requirements on Children Enrolment Rate of Pre-Primary Schools in Rwanda

The challenge faced by the government of Rwanda is to ensure that children from poor households are not excluded from early childhood education and care institutions due to failure to contribute for school financial requirements. One key way of responding to this challenge is by obtaining accurate data on parents’ contributions in preprimary schools. The purpose of this paper therefore, was to identify the influence of school financial requirements on enrolment rate of preprimary schools in Rwamagana District in Rwanda. The research design was descriptive and multiple regression. Data collection tools were questionnaires. The target population was 338 including 28 preprimary school staff and 310 parents of 3-6 year olds in Musha Sector of Rwamagana district. From this population, simple random sampling and convenient sampling techniques were used to get 181 respondents. The study results revealed that in pre-primary schools of Rwamagana District, parents spend on average 66,626Frw annually per child which is about 60$. The major costs and school requirements are teacher salary, school uniform, school materials and school feeding program. The less common school requirements are child transport, school construction, school parties and salaries for support staff. The study found that children enrolled in pre-primary classrooms were slightly more than enough with a 3.53 point scale mean, but the majority of children aged 3-6 years old were already out of schools with a 4.10 point scale mean. This study recommended there should be the promotion of pre-primary education cost sharing between the government and the parents and to abolish unnecessary financial requirements in pre-primary schools and also promote home based care centers. Parents should continue playing an active role in terms of management and funding of pre-primary schools. The government of Rwanda is recommended to increase its budget for pre-primary education funding especially in the rural districts because many poor households failed to contribute to teacher salaries and school construction. Keywords: School financial requirement, Child, enrolment rate and Pre-primary schools

Parents Teachers Association’s Participation Activities and Selected Public Secondary Schools’ Students Academic Performance in Rwanda

The participation of parents and teachers in the performance of school activities plays a significant role in both teachers and students’ school performance. The government of Rwanda through the Ministry of Education has put a lot of emphasis to involve educational stakeholders in various school activities. However, the effectiveness of PTA in some public secondary schools in Rwanda is low. This formed the motive of the study to assess the influence of Parents Teachers Association (PTA)’s participation activities on public secondary schools students’ academic performance in Nyamagabe district in Rwanda. This paper employed correlation research design. The target population was 240 people corresponding to the sample size of 156 respondents by using Yamane formula. Questionnaire and guided interview were used as data collection instruments. The findings of the study revealed that 83.9% of the variations in students’ academic performance was influenced by PTA’s participation activities as R square was 0.839. The remaining 16.1% of school students’ academic performance could be influenced by other factors. The findings also revealed there is a statistically significance high degree of positive relationship between PTA’s participation activities and school students’ academic performance as the P-value was 0.000 which was less than 0.0. The Pearson coefficient of correlation (r) was 0. 866.  The study concluded that effective participation of PTA members in school activities improve the school students’ academic performance. The study recommended that school head teachers should work hand in hand with parents and also create active participation of Parents Teacher Association (PTA) committee in performance of various school activities in order to improve the school performance. Teachers should strengthen collaboration with parents in order to share various strategies which could be used to make conducive teaching environment and enhance the school students’ performance. Moreover, parents should give their participation in performance of school activities and make effective communication with school staffs in order to develop the effective learning conditions of their children. Keywords: Parents Teacher Association, school activities, academic performance, Public Secondary Schools, Rwanda