Impact of Teaching through Improvisation on Academic Performance in Mathematics among Students in Public Day Schools in Nyarugenge District
DOI:
https://doi.org/10.53819/81018102t5299Abstract
The education system in Rwanda has been undergoing continuous development, yet it faced several challenges, including insufficient teaching and learning resources in secondary schools, attributed to inadequate planning and corruption. This study focused on examining the impact of teaching and learning resources on academic performance in secondary school mathematics within Rwanda's Nyarugenge district. The research employed a descriptive survey design, with a total population of 250 senior five students. From this population, 242 students were randomly selected from nine schools across the three divisions of Nyarugenge district, representing a subset of 24 schools. Intact classes were chosen for the study. The schools were categorized into co-educational day, co-educational boarding, boys' boarding, and girls' boarding, providing a comprehensive representation of the educational landscape. A validated research instrument, the Student Questionnaire on Performance (SQP), with a reliability coefficient of 0.437, was utilized for data collection. The study aimed to address three research questions, and the gathered data underwent analysis through multiple regression analysis to draw meaningful insights. In summary, this research delved into the relationship between teaching and learning resources and academic performance in secondary school mathematics in Nyarugenge district, Rwanda, employing a methodologically sound approach to generate valuable findings for the ongoing improvement of the education system. This study investigated the influence of incorporating improvisation-based teaching methods on the academic performance of students in mathematics within public day schools in Nyarugenge District. The research aimed to explore the effectiveness of improvisational teaching techniques in enhancing students' understanding and proficiency in mathematics. The study employed a mixed-methods research design, utilizing both quantitative and qualitative approaches. A sample of students from public day schools in Nyarugenge District participated, with an experimental group exposed to improvisation-based mathematics instruction, while a control group received traditional teaching methods. Academic performance data were collected through pre- and post-intervention assessments, including standardized tests and class assignments. The study revealed that the Pearson correlation analysis showed that improvisation (r=0.775, p=0.000) was positively and significantly related to students’ academic performance. The correlation was also statistically significant since the p-value was less than 5%. In addition to quantitative measurements, qualitative data were gathered through observations, interviews, and focus group discussions to provide a comprehensive understanding of the students' experiences and perceptions of the improvisational teaching approach. The anticipated outcomes of this research included insights into the effectiveness of improvisation in fostering a deeper understanding of mathematical concepts, as well as its impact on students' motivation and engagement. The findings from this study aimed to contribute valuable information to educational practitioners, policymakers, and researchers, with the goal of enhancing teaching methodologies and improving academic outcomes in mathematics within the context of public day schools in Nyarugenge District. This study aspired to unveil the effectiveness of improvisational teaching in fostering a deeper grasp of mathematical concepts, as well as its potential impact on student's motivation and engagement. The findings aimed to contribute valuable insights to educators, policymakers, and researchers, with the overarching objective of refining teaching methodologies and elevating academic outcomes in mathematics within the landscape of public day schools in Nyarugenge District.
Keywords: Improvisation, teaching, Students, academic performance, and Mathematics
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