Schools In Rwanda Research Articles

Teaching and Learning Methods and Student’s Performance in Mathematics in Public Secondary Schools in Rwanda: A Case of Nyamasheke District

This study focused on assessing the factors influencing teaching and learning methods in mathematics and their impact on student performance in public secondary schools in Nyamasheke, Rwanda. The specific objectives included identifying the teaching and learning methods employed in mathematics, analyzing student performance, and establishing the relationship between teaching methods and student achievement. The research employed a mixed approach with a descriptive and correlation design. The study involved 718 respondents, including 118 teachers and 600 students, selected through purposive sampling. Questionnaires and documentation research techniques were used for data collection, and a pilot study was conducted. The data was analyzed using SPSS version 21. Regarding the first objective, the findings revealed that various teaching and learning methods were widely employed, including group learning, inquiry-based learning, gamification, and role play learning. To the second objective, it was found that these methods positively influenced student performance, as indicated by 91.8% of respondents acknowledging improved grades, 90% recognizing enhanced creativity, and 88.3% associating geometric thinking with teaching methods. The third objective examined correlations between different teaching methods. It discovered significant relationships between various methods, such as inquiry-based learning and group learning, gamification learning and group learning, and problem solving and group learning. In conclusion, the study identified the prevalent teaching methods used in Nyamasheke's public secondary schools and their positive impact on student academic performance. The research recommended collaboration among education stakeholders to enhance English language proficiency, the provision of instructional materials and teacher training by the Ministry of Education, and further studies to explore the link between teaching methods and math achievement in computer-assisted elementary schools and the influence of teaching and learning methods on student creative thinking for Rwanda's development. The study's significance was supported by the statistical significance of the findings, as indicated by p-values less than 0. 05.

Students Classroom Activities and Academic Performance in History Subject in Public Secondary Schools in Rwanda: A Case of Nyarugenge District

Students Classroom Activities and Academic Performance in History Subject in Public Secondary Schools in Rwanda: A Case of Nyarugenge District

Effect of Class Size on the Academic Performance of Students in Mathematics in Public Day Schools in Musanze District

This paper explored the effect of class size effects and students’ academic performance in Mathematics subject in public day Schools in Rwanda” A case of Musanze district’’. Specifically, the study attempted to determine the effect of class attendance on academic performance of mathematics subject in public day schools in Rwanda, to analyze the effect of classroom seating arrangement on academic performance of mathematics subject in public day schools in Rwanda and to establish the effect of classroom learning environment on academic performance of mathematics subject in public day schools in Rwanda. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district who includes Students, teachers, head teachers and Sector Education officer in the district. Thus the total population was 1600 participants. Sample random technique was used to sample 320 respondents taken as a sample size. Quantitative data was analyzed through descriptive statistics. Qualitative data was analyzed through content analysis. Analysis of data was aided by statistical packages for social science (SPSS) version 21 and output exported to micro soft word in form of pie charts and tables for the purpose of reporting. From the findings, the study revealed the Pearson correlation analysis showed that class attendance (r=0.814, p=0.000) is positively and significantly related to students’ academic performance. The correlation was deemed to be statistically significant since the p-value was less than 5%. Similarly, the Pearson correlation for classroom seating arrangement (r=0.715, p=0.000) is also positively and significantly related to the supply chain performance. The correlation was also statistically significant since the p-value was less than 5%. Lastly, the Pearson correlation for classroom learning environment (r=0.794, p=0.000) is positively and significantly related to the students’ academic performance. The correlation was also statistically significant since the p-value was less than 5%. Finally, the study recommended that to ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between teachers and students. It is therefore pertinent that the management of the schools studied pay attention to the class sizes as pertained in their schools to ensure good academic performance. Keywords: Class size, community, class attendance, classroom seating, academic performance

School Leadership Practices and Students’ Academic Competence in TVET Secondary Schools in Rwanda

School Leadership Practices and Students’ Academic Competence in TVET Secondary Schools in Rwanda

Enhancing quality of teaching and learning sciences through multimedia in selected secondary schools in Rwanda

The main purpose of this article is to highlight the role of multimedia in improving the quality of teaching and learning sciences in selected secondary schools in Rwanda. Specifically, it explores importance of using multimedia in teaching and learning sciences, extent to which science teachers use multimedia, impact of multimedia on students’ performance, and challenges encountered in using multimedia. The Cognitive Constructivist Theory of Multimedia (CCTM) guided this paper and it adopted the Static-Group Pretest-Posttest Research design whereby two existing classrooms were used: one as treatment group and another one as control group. 40 teachers randomly selected were involved in this research and data were gathered through document review guide, questionnaire as well as a test. The analysis of qualitative data was done thematically and percentages, means, standard deviation and t-test were used for quantitative data. Findings were presented in tables and verbatim. The paper noted that multimedia is poorly provided and teachers rarely use them in teaching. It further noted that multimedia has a significant impact on students’ performance. The paper recommended to provide more multimedia and use them for effective teaching and learning of sciences.

Influence of Continuous Professional Development for Secondary School Teachers on Academic Performance in Public Secondary Schools in Rwanda. A Case of Karongi District

Influence of Continuous Professional Development for Secondary School Teachers on Academic Performance in Public Secondary Schools in Rwanda. A Case of Karongi District

Inclusive Co-Curricular Activities and Students Social Learning Development in Twelve Years Basic Education Schools in Rwanda: A Case of Nyanza District

Inclusive Co-Curricular Activities and Students Social Learning Development in Twelve Years Basic Education Schools in Rwanda: A Case of Nyanza District

Teachers’ Competence and Students’ Academic Performance in Secondary Schools in Rwanda

The level of teachers’ competence plays a significance role in the promotion of students’ performance especially in academic perspective. The school leadership and educational practitioners have to improve the level of teachers’ competence so as to improve the level of students ‘academic performance which is proportional too.  The purpose of this study therefore, sought to establish the relationship between teachers' competence and students’ academic performance in Gakenke District in Rwanda. This study used a correlation research design to investigate the relationship between teachers' competence and students' academic performance in secondary schools in Gakenke District, Rwanda. Data was collected through questionnaires and interviews from a sample size of 329 respondents out of a target population of 1839, and statistical analysis using SPSS software was performed, including correlation and regression analysis to determine the relationship between variables. The findings showed the overall mean of 4.19 is between Agree (4) and Strongly Agree (5) which indicates that almost students agreed that their academic performance is good. On correlation between teachers' qualification and students’ academic performance, the results presented that there is a statistical significance high degree of positive relationship between teachers’ competence and students’ academic performance with P-value = .000 which is less than 0.01 as the level of significance and Pearson coefficient of correlation r = .848 which is high and indicates that there is a relationship correlated to the teachers’ qualifications and students’ academic performance. The study concludes that the competence of teachers, expertise, teaching methods and students’ participation in lessons and good instructions at schools successfully promote the students’ academic performance. The recommendations from the study include regular quality checks by the Ministry of Education to ensure teachers' competence and the provision of appropriate skills to students, schools organizing effective instruction and hiring qualified teachers to improve academic performance, teachers personally developing their competence through further studies and training to enhance the quality of skills imparted to students, and students actively attending lessons and adhering to school guidelines to achieve better academic performance. Keywords: Competence, Teachers’ competence, Academic performance, students’ academic performance &nbsp

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

Lessons learned from a sexual and reproductive health and rights peer education program to prevent adolescent pregnancies in high schools in Rwanda.

Adolescent pregnancies that occur in schools remain a major public concern in Rwanda. Sexual and Reproductive Health and Rights (SRHR) school based programs are less effective and discussing sexual health with adolescents is considered as taboo in Rwandan societies. Yet, adolescents still seek information about SRHR from their peers and research shows that peers are often incorrectly informed about SRHR topics. One of the effective strategies to reduce adolescent pregnancies in secondary schools is equipping adolescents with accurate and reliable knowledge. In 2019, we conducted our first network event with different stakeholders. The stakeholders included: school directors, head teachers, biology teachers, local political delegates, religious people among others to help gain insights into SRHR. A survey was conducted and administered to in-school adolescents in Kirehe district (S3 - S6 level, n=563) with the aim of examining adolescents' level of knowledge and attitudes regarding SRHR. In addition, six focus group discussions (FGDs) were conducted to obtain a deeper understanding of the SRHR needs and the possible contributions and content of a peer -to- peer education program (PEP). The lessons learned included: a) engaging parents in the network event and development of PEP; b) constant communication utilizing the different social media platforms, c) enhanced collaboration between the project implementers and stakeholders a facet of bottom-up approaches to expedite this project; and d) the project should have better anticipated on possible and unforeseen external barriers. Implementing a PEP in Kirehe secondary schools resulted in substantive changes such as positively transforming peer educators (PEs) and the elimination of teenage pregnancies in the selected schools. Overall, the number of PEs was not adequate to cover the number of students and anti-bullying training should have been provided to all students before the project implementation.

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