Teachers’ Academic Collaboration and Students’ Academic Performance in Public Secondary Schools in Rwanda

Abstract

The collaboration of teachers in the performance of academic activities promotes the students’ academic performance in secondary schools. The purpose of this paper was to investigate the influence of teachers’ academic collaboration on student academic performance in selected schools of Kirehe-Rwanda. The study was guided by descriptive survey research design. The target population was 138 teachers and 10 head teachers of secondary schools in Kirehe District corresponding to the sample size of 108 using Solvin’s formula. Questionnaires and documentation review were used as the research instruments in data collection. The findings indicated that the variables of academic performance such as  improved grades in national exams, improvement in class participation, improvement in Homework competition and improved attendance  can be affected by the changes in the independent variable discussion based on pedagogical issues, collaborate teaching, internal seminars, students monitoring, teacher monitoring and team investigation at 93.3%. This also implies that the remaining 6.7% can be affected by other variables. However, the study also showed that there is a statistical relationship between teachers’ academic collaboration and students performance as r = .108 and P-value = .000 < .05. The study recommends that people involved in education sector in Kirehe are recommended to work collaboratively in order to enhance teachers’ collaboration through various activities such as trainings, workshops, in service trainings, mentorship meetings and others.

Keywords: Academic Collaboration, Students’ Academic Performance, Public Secondary Schools & Rwanda.