Schools In Rwanda Research Articles

Science Teachers’ Knowledge, Understanding and Perceptions of Competence-Based Curriculum in Three Secondary Schools in Rwanda

<p style="text-align: justify;">Teachers play an important role in helping students improve their learning and achieve the intended curriculum outcomes. Therefore, it is essential to look at teachers’ knowledge, understanding, and perceptions of any educational innovation. The present study aims to examine knowledge, understanding and perceptions of Rwandan science teachers with respect to the competence-based curriculum (CBC) introduced in 2015. The 2015 curriculum framework included features like the rationale for its adoption, the concept of competence, different competences to be developed by learners upon CBC implementation, principles guiding CBC implementation, and cross-cutting issues to be addressed by CBC implementation. This research is a multiple case study that adopted a qualitative approach with interpretivism paradigm. Twelve science teachers from three secondary schools, selected based on their differing teaching experience, participated in the study. Data were collected through semi-structured face-to-face interviews. The data were transcribed and qualitatively analyzed using content analysis. The findings revealed some satisfactory knowledge, understanding and perceptions of science teachers. Further, knowledge and understanding gaps as well as negative perceptions of CBC were identified. Towards the effective and efficient implementation of the CBC, this research suggests appropriate training and establishment of the school community of practices for improving teachers’ experience of the CBC.</p>

Use of the World Health Organization primary eye care protocol to investigate the ocular health status of school children in Rwanda

To assess the ocular health status of primary and secondary schoolchildren in Rwanda and to explore the use of the World Health Organization (WHO) primary eye care screening protocol. This was a cross-sectional population-based study across 19 schools in Rwanda. Initial screening was carried out using the WHO screening protocol, whereby visual acuity was measured using a tumbling E Snellen chart (6/60 and 6/12). Abnormal ocular features were identified using a flashlight and history against a checklist. All children with abnormal screening were referred to an on-site ophthalmic clinic for full examination. Those who could not be treated on-site were referred to an ophthalmologist at a hospital for specialist care. A total of 24,892 children underwent ocular health screening. Of those, 1,865 (7.5%) failed the primary screening; 658 (2.6%) were false positives (35.3% of those who failed screening), and 1,207 (4.8%) true positives. The most frequently observed ocular diagnoses were allergic conjunctivitis (3.11%) and strabismus (0.26%). Refractive error was very rare (0.18%). The WHO primary eye care curriculum provides existing health personnel with an approach to school-based vision screening that uses a standardized checklist and low-cost resources. In our study cohort, results indicated a low frequency of refractive error; the overwhelming majority of ocular problems could be identified on visual inspection.

Effects of Teacher’s Qualifications on Students’ Academic Performance in Mathematics Subject in Public Boarding Secondary Schools in Rwanda. A Case of Rubavu District

This research focused on examining the influence of teacher qualifications on students’ academic performance in mathematics at public boarding secondary schools in Rwanda’s Rubavu District. It aimed to identify which teacher qualifications in mathematics impact students’ math performance, analyze how teacher qualifications affect math performance, and investigate the connection between teacher qualifications and student performance in mathematics. The study used a descriptive and correlational design with a mixed approach of qualitative and quantitative approaches to examine the impact of teacher qualifications on students’ academic performance in mathematics subject in public boarding secondary schools in Rwanda, a case of Rubavu District. The target population included 343 respondents, including 225 mathematics teachers and 118 mathematics leaders. The researcher determined the sample size of 185 respondents using Yamane formula. Respondents were selected using a purposive sampling technique using questionnaires and documentary research techniques as data collection tools and taking into account pilot studies. The results were analyzed using SPSS version 21 and interpretations were made based on the results reported by the respondents. Key findings showed that independence in learning, exam and test results, homework completion, and class participation were positively associated with students’ performance in mathematics. Moreover, teacher qualifications were significantly related to various research variables, such as mastery of math content, classroom management, use of ICT skills, and education level. These factors collectively had a positive influence on students’ academic performance in mathematics. The study’s recommendations include providing training for mathematics teachers to enhance their qualifications, improving the mathematics curriculum, increasing the availability of learning materials, and conducting further research on teaching methodologies and student perceptions of math education.

Motivation Factors and Teacher Retention in Private Secondary Schools of Rwanda

Teacher retention is one of the pillars that lead to higher academic performance of students. Unfortunately, school administrators invest much time and effort in recruiting the teaching personnel but do not motivate them to remain in their respective schools. The purpose of this study was to assess the effect of motivation factors on teacher retention in private secondary schools in Rwanda, with a case of Huye District. The specific objectives were: to examine the effect of recognition on teacher retention, to assess the effect of work environment on teacher retention, to determine the effect of professional development on teacher retention, and to evaluate the effect of remuneration on teacher retention in private secondary schools in Rwanda. The research used census as a sampling technique for a target population of 59 teachers; the total number of teachers working in private secondary schools in the district. The data analysis was done using descriptive and mixed method model and the Statistical Packages for Social Science Software (SPSS) version 21.0 was used to process the acquired data. From the analysis, the study came up with the following findings: teacher retention was not influenced by recognition since the majority of teachers; (70.1%) said that they were not aware of any recognition system in their schools. The findings revealed that 82.4% of the respondents had been motivated to stay in the school by the work environment. The study revealed that in-service training was a factor that could lead to teacher retention in the profession but not necessarily in their respective schools; only 27.5% of the respondents agreed that they had in-service training in their respective schools. In the same line, 56.1% of respondents agreed that remuneration is a teacher motivation factor, but only 17.6% of teachers stated that their remuneration was enough to cater for basic needs; with a Mean of 2.58 and Sd. of 1.22. Consequently, only 8.8% (with Mean of 2.58 and Sd. 0.96) of respondents agreed that they are willing to remain in their schools. Finally, the study concluded that mainly teachers would like to remain in schools which provide them with a favorable work environment and regular in-service trainings. In the second place, with considerate remuneration and recognition, teachers’ motivation would be increased and lead to their retention. Based on the findings from the study, the researcher recommended that school administration and stakeholders should provide teachers with in-service trainings, recognize teachers’ achievement and a considerate remuneration that could at least cater for their basic needs. Future studies should be conducted to assess the impact of teacher retention on students’ academic performance in private secondary schools in Rwanda.

Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda.

The purpose of this paper was to examine the effect of instructional supervision on teacher’s competences in Public Primary School in Rwanda. More specifically this researcher paper analyzed the preparation of teaching and learning documents and assessment practices. In this study 6 head teachers and 148 primary teachers from three selected sectors of Kamonyi district was related as informants. For selecting the sample size, the researcher adopted the two techniques that were purposive and simple random sampling techniques. The researcher was managed to use questionnaire, interview guide plus observation protocols aimed at combining primary and secondary data. To analyze the quantitative and qualitative data descriptive statistics was used in terms of mean, while in terms of statistics correlation and regression the researcher was used standard deviation and inferential. The findings were organized around the research objective and informed that most of head teachers conduct instructional supervision every day to help teachers to develop their competences. Most of teachers agreed that instructional supervision play a great role on the preparation of pedagogical documents where 78.9% agreed on this point. 81.07% agreed that instructional supervision influence assessments practices. It was revealed that instructional supervision influence teachers’ competences as shown by high positive correlation of 0.821. Further results showed that a one percent (1%) change in classroom visits will lead to 0.488% variation in teachers’ competence; also, a one percent (1%) change in provision of instructional resources practice will lead to 0.269% variation in teachers’ competence. Further, a one percent (1%) change in checking teachers’ records will lead to 0.384% variation in teachers’ competence and lastly a one percent (1%) changes in providing teachers’ assistance and feedback after observation will lead to 0.221% variation in teachers’ competence. As recommendation, primary school leaders should know that instructional supervision is very important and needs to be a priority in schools and given enough time so that improvement in education can occur. Next, school rules should plan the supervisory practices in normal way as long as beginner and expert teachers have the option of selecting from a variety of teaching styles. Last, the researchers are advised to carry out more studies in order to discover the influence of real supervisory methods, educators’ approach and happiness on skilled improvement.

Assessing the Relationship between Female Head Teachers’ Supportive Leadership Behaviours and Organizational Effectiveness of Secondary Schools in Rwanda, Nyagatare District.

This study assesed the relationship between female head teachers’ supportive leadership behaviors and organizational effectiveness of secondary schools in Rwanda, Nyagatare District. The study employed the correlational research designs on a sample of 120 using a questionnaire survey and an interview guide. Quantitative data were analyzed using descriptive statistics that were means, and inferential analyses that included correlation and regression. Descriptive analysis revealed that organizational effectiveness through supportive leadership behaviors was fair. However, it had a positive and significant influence on schools organizational effectiveness. Therefore, it was concluded that supportive leadership behaviors are imperative for schools organizational effectiveness. Thus, it was recommended that the head teachers should be supportive to teachers to ensure schools’ organizational effectiveness

School Feeding Programme Implementation and its Challenges in Basic Education Schools in Rwanda

The condition of food insecurity and malnutrition for school-aged children and adolescents remains one of the most influential determinants of learning outcomes. Healthy and well-nourished students learn better, have a prodigious opportunity to thrive and fulfil their potential as adults, and increase their earning potential. The purpose of this study was twofold: a) to examine the implementation level of the school feeding programme and b) to identify the existing challenges that limit the school feeding programme from realizing its full potential in basic education schools. The study was directed by a descriptive research design, and 227 were selected using stratified and simple random sampling approaches, with 73.7% males and 26.3% females. The bulk of participants (39.2%) were between the ages of 30 and 40. Questionnaires and interview guides were used to obtain quantitative and qualitative data. The numeric data were descriptively examined using SPSS, and the qualitative data was studied using theme analysis. The study established a moderate level of school feeding implementation in terms of programmes coverage, school meal and cost, school meal preparation, and service. The study revealed different challenges hindering the effectiveness of the school feeding programme in basic education schools, including insufficient food served to the students in quantity and quality, inadequate materials and infrastructure, and unaffordable prices of required groceries from the market. To improve the efficiency and effectiveness of school feeding programmes, the Rwandan government and its partners in these programmes should raise the school feeding fund allotted to basic education institutions throughout the country. To the same extent, the Rwandan government is advised to a) transfer the school feeding fund to the schools for timely use, b) provide the schools with the necessary equipment and materials for cooking and serving meals to students, as well as the provision of required dining rooms, c) find an adequate way to fix the country's progressive price increase, and d) promote the school gardening concept (such as growing vegetables and other relevant crops). Keywords: School feeding programmes, Basic education schools, Implementation, Challenges, physiological and psychological needs, Sustainable Development Goals (SDGs).

Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools

The stability of measures of teaching quality is essential for making generalizations of results stemming from these measures to other teaching situations. However, no research has examined the effects of unexpected situational factors on the stability of these measures. Therefore, the purpose of this two-phase quantitative research study was to examine the following aspects among secondary school teachers in Rwanda, using a score-validated, multiple-dimension measure: (a) perceptions of teaching quality (PTQ) prior to the onset of the COVID-19 context (Phase 1; descriptive and correlational design); and (b) the extent to which COVID-19 and the subsequent closing and reopening of secondary schools affected PTQ among STEM teachers in Rwanda, and the associations between these changes in PTQ and selected socio-demographic/locational variables (Phase 2; descriptive and correlational research design). Phase 1 findings revealed that two measures of cultural values (i.e., Attitudes Towards Cultural Values Scale, Inculcating Cultural Values Scale, respectively) generated the most positive attitudes, whereas the Satisfaction with Resources and Material Subscale yielded the least positive attitudes. Phase 2 findings revealed that for four of the nine PTQ scales/subscales, the COVID-19 context negatively affected PTQ. These findings provide compelling evidence of the importance of monitoring PTQ, especially during times of crises. Moreover, these findings have implications for Rwandan educational policymakers, Rwandan administrators, teacher training administrators, and, above all, the teachers themselves, as they all seek to maximize teaching quality in Rwandan secondary schools.

Predictors of physical violence against children in Rwanda: findings from a National Cross-Sectional Survey

BackgroundTo address the challenges of limited national data on the prevalence and nature of violence experienced by children, Rwanda conducted, in 2015–2016, the first National Survey on Violence among female and male children and youth aged 13–24 years. To further contribute to these efforts to fill existing data gaps, we used the Rwanda survey data to assess the prevalence and predictors of physical violence (PV) in children aged 13–17.MethodsA nationally representative sample of 618 male and 492 female children were analysed. Nationally representative weighted descriptive statistics were used to analyse the prevalence of PV self-reported by children, and logistic regression models were applied to investigate its predictors.ResultsSixty percent of all children, including 36.53% of male and 23.38% of female children, reported having experienced any form of PV in their lifetime. Additionally, 21.81% of male children and 12.73% of female children reported experiences of PV within twelve months before the survey date. Older children (OR: 0.53 [0.40–0.72]), female children (OR: 0.43 [0.31–0.58]), and children not attending school (OR: 0.48 [0.31–0.73]) were less likely to be physically abused. However, sexually active children (OR: 1.66 [1.05–2.63]), children in households from the middle wealth quintile (OR: 1.63 [1.08–2.47]), children living in a larger family (OR: 1.55 [1.07–2.26]), and children who reported not feel close to both biological parents (OR: 2.14 [1.31–3.49]) had increased odds of reporting physical violence.ConclusionHigher rates of PV in children attending school were the key finding. There is an urgent need to design and implement particular national interventions to prevent and reduce the incidence of PV in schools in Rwanda. PV was also associated with poor parent-child relations. Parents and other adult caregivers should be sensitised to the consequences of PV on children and be urged to adopt positive parenting practices.

Graduates’ and Schools’ Managers' Perceptions of the Role of Industrial-Based Training in Technical Vocational Education and Training, Rwanda

Studying perceptions of stakeholders and beneficiaries is important in framing the system and improving the outcome. This study sought to appraise the perceptions of graduates and TVET school managers vis-à-vis the Industrial-Based Training (IBT) in use in TVET schools in Rwanda. A mixed method was used, and data were collected from both graduates and TVET managers. Research instruments were questionnaire surveys and follow-up in-depth interviews. Findings revealed that 83.2 % of the TVET graduates appreciated the IBT program. Similarly, about two-thirds (73.4%) of the sampled TVET graduates communicated that IBT provided them with the necessary skills for self-employment. Most (84%) school managers affirmed that skills provided by TVET institutions are highly demanded in the labor market, and TVET graduates have opportunities in the labor market. The present study recommends more partnerships and resources to enable IBT to be well established among TVET schools. Keywords: Industrial-Based Training, TVET, Graduates, School Managers, Rwanda

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