Investigating the Effects of Teachers’ Quality on Students' performance in Mathematics in Kamonyi District, Rwanda
Abstract
Teacher quality has been identified as the basic factor for student performance during the learning process. For this research, a case study was conducted in three selected 12YBE schools of the Kamonyi District to investigate the effects of the teacher quality on learners’ performance in Mathematics. This study involved a mixed research design where both qualitative and quantitative data were collected within a sample of 196 students, 5 teachers, and 3 head teachers from three different schools with Mathematics combinations. The quantitative data were collected using questionnaires while qualitative data were collected using semi-structured interviews. Quantitative data were analyzed using SPSS while interviews were analyzed thematically. The findings revealed that some aspects of teacher quality in Mathematics, such as monitoring, communication skills, teacher knowledge, teamwork, and providing constructive feedback, affected students’ success in Mathematics. In this regard, the Rwanda Basic Education Board should organize training related to improving these aspects of teacher quality for increasing students’ performance in Mathematics.
Kigali Institute of Education (KIE) was issued with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009.
N.B.: KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website: http://www.ce.ur.ac.rw/
