Abstract: This study assessed the effects of technology inclusion in teaching and learning mathematics on students ‘competencies in public secondary schools in Rwanda. The specific objectives were to determine the level of technology use in teaching and learning mathematics in secondary schools in Nyanza district, Rwanda, to evaluate the competences developed by students in mathematics due to the use of technology in secondary schools in Nyanza district, and to investigate the effect of technology inclusion in teaching and learning mathematics on students' mathematics competences in secondary schools in Nyanza district, Rwanda. In order to have a comprehensive view of the subject, the study evaluated related literature by other academics on technology inclusion in teaching and learning mathematics and students learning competences. This study is useful to all stakeholders in the education sector, such as public institutions, decision-makers, district authorities, head teachers, teachers, learners, and scholars. The researcher applied a descriptive correlational study, targeting 150 students, 130 teachers, and 100 head teachers. This study selected respondents and key informants both purposefully and randomly. A study sample of 195 respondents was obtained by using Yamane’s formula. Information was analyzed using the statistical package for social sciences version 21.0 to generate descriptive statistics in terms of frequency, percentage, mean, and standard deviation. Inferential statistics were produced in terms of correlation and regression coefficients for determining the size of the effect between variables. The result for the first objective on technological use in teaching and learning math indicated that 83.6% strongly agreed that they utilize computers to teach mathematics; 91.0% strongly agreed that they create mathematics-related software; 85.1% strongly agreed that teachers use computer software for data analysis and statistics; and 79.1% strongly agreed that teachers utilize math operations in electronic tools. The second objective's result on students' competences in mathematics indicated that 68.7% of teachers strongly agreed that improved grades and scores are the result of competencies developed by students in mathematics. Results from the third objective on the correlation between technology inclusion in teaching and learning mathematics and students learning competences in mathematics indicated that most measures were positively associated with each other. Since the degree of significance was less than 0.05. The teacher must also make an attempt to link what students are learning to real-world situations. This will help them realize why they need to learn what teachers are teaching by using technology. There is a need to carry out research on factors improving the effective use of ICT in mathematics teaching and learning in Rwandan secondary schools.
Keywords: Academic performance, Competencies, Mathematics, Technology.
Title: TECHNOLOGY INCLUSION IN TEACHING AND LEARNING MATHEMATICS AND STUDENTS LEARNING COMPETENCES IN PUBLIC SECONDARY SCHOOLS OF RWANDA: A CASE OF NYANZA DISTRICT
Author: NISHIMWE JOSEPHINE, Dr. MUGIRANEZA FAUSTIN
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 11, Issue 4, October 2023 - December 2023
Page No: 126-134
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-October-2023
