Students Classroom Activities and Academic Performance in History Subject in Public Secondary Schools in Rwanda: A Case of Nyarugenge District
DOI:
https://doi.org/10.53819/81018102t2222Abstract
This research aimed to investigate the correlation between students' classroom activities and their academic performance in a public secondary school in Nyarugenge District, Rwanda. The study also sought to identify students' activities during history lessons and assess their academic performance in the history subject. A cross-sectional research design was employed, utilizing a combination of questionnaires, interviews, and documentation. The research adopted a stratified random sampling technique, targeting senior five students, head teachers, directors of studies, and history teachers from 20 public secondary schools. Data were collected using structured questionnaires and guided interviews. The study's findings highlighted that various school activities, such as group discussions, debates, classroom games, tongue twisters, and teamwork, were commonly observed in the schools. Both teachers and students acknowledged the influential factors driving academic performance, including improved grades, critical thinking, knowledge levels, and enhanced communication skills. Notably, the research indicated a mean response of 4.12 for high-scoring learners and 1.2 for low-scoring ones, with 60.0% agreeing on regular attendance in history lessons. Furthermore, the positive correlation between students' classroom activities and their academic performance was statistically significant, with most indicators exceeding a significance level of 0.05, emphasizing the importance of such activities in promoting academic success in the history subject at public secondary schools in Nyarugenge District, Rwanda. The study suggested collaborative efforts among educational stakeholders in Nyarugenge District to enhance student academic performance, emphasizing the provision of adequate teaching and learning resources. Additionally, teacher training programs should focus on incorporating diverse activities into lessons, promoting engaging teaching methodologies, and fostering real-world connections in the classroom. In conclusion, this study underscored the critical role of diverse classroom activities in enhancing academic performance, highlighting the need for a more comprehensive and engaging educational approach to foster effective learning outcomes in the history subject in Rwandan public secondary school.
Keywords: Students Classroom Activities, Academic Performance, History Subject, Public Secondary Schools, Nyarugenge District, Rwanda
References
Bergdahl, N. N. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. American Psychological Association.
Boadu, G. (2014). An Examination of the use of Technology in the Teaching of History: A Study of Selected Senior High Schools in the Cape Coast Metropolis,.ResearchGate Logo.
Brickman, Y. C. (2018). When Group Work Doesn’t Work: Insights from Students. CBE—Life Sciences EducationVol. 17, No. 3.
Daniel K. Korir, F. K. (2006). The Impact of School Environment and Peer Influences onStudents’ Academic Performance in Vihiga County, Keny. ournal of Emerging Trends in Kenya.
Engin-Demir, C. (2020). Factors influencing the academic achievement of the Turkish urban poor. sciencedirect.
Hamman, A. M. (2021). Difference between theoretical literature review and empirical literature review. researchgate.
Hanushek, E. A. (2011). Chapter 2 - The Economics of International Differences in Educational Achievement. Sciencedirect.
Hillman, S. (2018). English, super-diversity, and identity in the State of Qatar. Wiley Online Library.
Johari, A. S. (2021). The Relationship Between Learning Style And Student Achievement In History Subject . IOSR Journal Of Humanities And Social Science (IOSR-JHSS) .
Kothari, C. R. (2008). Research Methodology, Methods and Techniques (2nd ed., pp. 109-110). New Delhi: New Age Inter- national (P) Limited. Scientific Research Journal.
León, B. (2021). Cooperative Classrooms and Academic Performance in Physical Education: A Multilevel Analysis. Journal of Teaching in Physical Education.
Muchena, K. (2019). Teacher Efficacy. researchgate.net. Retrieved from https://www.researchgate.net/publication/333603566_Teacher_Efficacy
MUGISHA, C. (2018). The impact of teachers’ attitudes on the performance of students with disabilities: A. Scientific Journal of Research.
Namamba, A. (2017). Teaching And Learning Of History In Secondary Schools: History Teachers’ Perceptions And. European Journal of Education Studies.
Ndim, D. (2021). Student’s Interest on the Academic Performance in History in Secondary Schools in Ikom Local Government Area. papers.ssrn.
Nzabihimana, D. (2018). The nature of schools and academic performance of pupils in primary schools in Gasabo district Kigali City. African Scientific Research Journal.
Regine, M. (2021). Sports’ Participation and Students’ Academic Performance in Public Secondary Schools in Rwanda. Stratford journals.
Rothstein, B. (2011). Trust, Social Dilemmas and Collective Memories. Sage Journals Home.
Ruto, Z. (2014). Challenges Facing the Teaching of History and Government Paperback – Illustrated, August 2, 2013. Amazon.
Stehlik, T. (2018). Educational Philosophy for 21st Century Teachers. European Scientific Journal.
Szabo-Reed, A. N. (2020). The Influence of Classroom Physical Activity Participation and Time on Task on Academic Achievement. African scientific journal
Walkington, C. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education
Watson, A. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity.
Wuppermann, A. (2011). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 2011, vol. 30, issue 2, 365-379.
