Relationship Between Secondary School Teaching Factors and Academic Performance of Students in Science Subjects in Lower Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t50113Abstract
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
References
Ahunanya, S. I. and Ubabudu, M. C. M. (2006). Enrolment, facilities and financial allocation in Lagos higher education: implication for quality graduates. Nigerian Journal of Educational Administration and Planning (NAEAP). 6(1): 153—164.
Ajayi, I. A. (2002). Resource factors as correlates of secondary school effectiveness in Ekiti State. Nigerian Jounal of Counselling and Applied Psychology. 1(1): 109—115.
Al-Mousa, A. (2003) E-Learning, characteristics, benefits, drawbacks. Riyadh: Imam Mohammed bin Saud University
Anderson-Butcher, D., Lawson, H. A., Iachini, A., Flaspohler, P., Bean, J., & Wade-Mdivanian, R. (2010). Emergent evidence in support of a community collaboration model for school improvement. Children & Schools, 32(3), pp. 160–171. https://doi.org/10.1093/cs/32.3.160
Basil, E. I. (2012). Public Library information resources,facilities and services:User satisfaction with the Edo state central library,Benin city,Nigeria. Library Philosophy and practice.
Chaman, G. (2010). Studnets Usage of an acadmeic Library:A user survey conducted at the University Library Univeristy of Peradeniya. Journal of Univerisity Librarians association of Sri Lanka, 14(1). https://doi.org/10.4038/jula.v14i1.2687
Cross, P. A., Baker, O & Stiles, R. (1996).School climate for quality education. New York: Harper and Row.
Earthman, G.I. (2004).Prioritization of 31 criteria for school building adequacy. Baltimore, MD: American Civil Liberties Union Foundation of Maryland.
Fakhruddin, K. Nasser,U. & Jihad, M. (2006) General teaching methods in the information age, Dar Alktab. UAM
Goulding, M., &Kyriacou C. (2008). The role of ICTs in learning algebra: a systematic review. Research in Mathematics Education, 10(1), 93-94. https://doi.org/10.1080/14794800801916713
Hallack, J. (1990). Investing in the future: setting educational priorities in the developing world. Paris: IIEP and Pergamon Press.
Harmer, J. (2001). The Practise of English Language Teaching. Essex: Pearson education. https://doi.org/10.1177/003368820103200109
Ijaduola, K. O. (2007). Video films and sex attitudes of students: Implication on School management. International Journal of African and American Studies. (IJAAS), 6 (4), 26-34
Kirby, M. M., & DiPaola, M. F. (2011). Academic optimism and community engagement in urban schools. Journal of Educational Administration, 49(5), pp. 542–562. https://doi.org/10.1108/09578231111159539
Kosakowski, J. (1998). The benefits of information technology. [Internet], 1998 Retrieved from: http://chiron.valdosta.edu/whuitt/files/techbenefits.html
Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45(3), 185–202. https://doi.org/10.1080/00461520.2010.493471
Lee, J., & Stankov, L. (2016). Non-cognitive psychological processes and academic achievement. London: UK: Routledge. https://doi.org/10.4324/9781315640822
Liem, G. A. D., & McInerney, D. M. (Eds.). (2018). Big theories revisited 2. Charlotte, NC: Information Age Publishing. https://doi.org/10.15753/aje.2019.12.20.4.1011
Liem, G. A. D., & Tan, S. H. (Eds.). (2019). Asian education miracles: In search of sociocultural and psychological explanations. New York: Routledge.
Mahmoud ,W. and Abdul Rashid, B. (2009) The role of technology education in the educational process and the development of thinking. Yemen: University of Aden.
Mohammed, A. (1997). The roles of parents in develop the educational process in perspective of the head teachers. Master Dissertation. University of Aden, Yemen (In Arabic)
Nilsson, M. (2006). Textbooks and Alternative material, positive and negative aspects. School of Humanities, Vaxjo University.
Omosewo, E. O. (2013). Views of Physics Teachers on the Need to train and Retrain Physics Teachers in Nigeria. African Research Review, 3, 314-325. https://doi.org/10.4314/afrrev.v3i1.43577
Petrolina K, Henry K.K, and Jennifer M. ( 2019), Influence of Parent-teacher Communication on Academic Performance of Pupils in Public Primary Schools in Ainabkoi Sub-county, Kenya, Universal Journal of Educational Research 7(6): 1356-1362, 2019, DOI: 10.13189/ujer.2019.070603. https://doi.org/10.13189/ujer.2019.070603
Robert, J. (2005) “An Evaluation of Teacher Training for Triarchic Instruction and Assessment”Retrieved from http://www.shwgroup.com/Research/O%27Neill%20
Semra. D, Mehmet.K, and Ali.D.(2012), The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners, International Electronic Journal of Elementary Education, 2012, 4(3), 427-440.
Sibomana, A, Bob, N.C., Nzabalirwa,W., Nsanganwimana, F. & Karegeya, C. (2021). Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda, International Journal of Learning, Teaching and Educational Research , Vol. 20, No. 7, pp. 61-84, http://ijlter.org/index.php/ijlter https://doi.org/10.26803/ijlter.20.7.4
Syed S. A. S., (2009), Impact of Teacher’s Behavior on the Academic Achievement of University Students, Journal of College Teaching & Learning, Volume 6, Number 1. https://doi.org/10.19030/tlc.v6i1.1183
Tobolka, D. (2006). Connecting teachers and parents through the Internet.Tech Directions, 66 (5), 24-26.
Wilson, M. (2003). Perspectives in school management. Boston: Houghton Mifflin Co.
Woodward, T. (2001). Planning Lessons and Courses. Cambridge: Cambridge university Press. https://doi.org/10.1017/CBO9780511732973
