Abstract: The current research examined the impact of group teaching approach strategies on the academic performance of students in Mathematics in public secondary schools in Gasabo District, Rwanda. The specific objectives of the current study are: to identify group teaching approach strategies to improve the students’ academic performance in mathematics, to assess students’ academic performance in mathematics and to determine the relationship between group teaching approach strategies and students’ academic performance in mathematics in public secondary schools of Gasabo District in Rwanda. The study data have been collected using research instruments such as questionnaires, interview guides and document analysis. The target population for the study was people comprised students, teachers, DOSs and Head Teachers of secondary schools in Gasabo District in Rwanda. In addition, the sample of the study has been identified through random and census approach. The primary respondents consisted of 300 students and 35 teachers selected from public secondary schools. On the other hand, the current study collected data from key informers who are DOSs and Head Teachers of the selected schools. Moreover, qualitative and quantitative approaches have been used to analyze and to interpret data collected in order to get a conclusion and recommendations for improvement and for further studies to be done. The findings show that that group teaching approach strategies to improve students’ academic performance in mathematics in public secondary schools of Gasabo District in Rwanda are collaborative learning, learner centered method, presentation method, discussion method, brainstorming and seminar method. The findings also discovered prevalent issue of poor academic performance in mathematics among students in public secondary schools, as evidenced by consistently low marks in national examinations. After analyzing the correlation as well as the regression between group teaching approach strategies and students’ academic performance in mathematics, it was found that there is a statistical and significant relationship between group teaching approach strategies and students’ academic performance in mathematics in public secondary schools of Gasabo District in Rwanda with the P-value of .000, Adjusted R Square of .902 and the Pearson Coefficient of Correlation of .950**. It has been recommended that all stakeholders of education sector should to support Mathematics teaching and learning activities in Rwanda at all levels of education.
Keywords: Academic performance, Education, Learning.
Title: THE EFFECT OF A GROUP TEACHING APPROACH STRATEGIES ON TEACHING OF MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDA. A CASE OF GASABO DISTRICT
Author: NIYITEGEKA David, Dr. ANDALA OPIYO HESBON
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: 155-163
Research Publish Journals
Website: www.researchpublish.com
Published Date: 27-October-2023
