Abstract: This study investigated the relationship between using improvised materials and learners’ performance in mathematics subjects in public secondary schools in Gicumbi, Rwanda. The specific objectives were to identify the improvised materials used in teaching mathematics in public secondary schools in Rwanda, to assess the academic performance of learners in mathematics that is due to the use of improvised materials, and to determine the relationship between using improvised materials and learners ‘performance in mathematics subjects in public secondary schools in Rwanda. 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 252 students, 36 teachers, eight head teachers, and four sector educational inspectors. This study selected respondents and key informants both purposefully and randomly. A study sample of 145 respondents was obtained by using Yamane’s formula. Information was analysed using the statistical package for social sciences version 26.0 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 improvised materials used in teaching mathematics respondents indicated that 84.6% strongly agreed that the measuring tapes in geometry and trigonometry represent improvised materials for teaching mathematics; 92.3% strongly agreed that coins and playing cards in probability are improvised materials for teaching mathematics; 84.4% strongly agreed that the balls of different colors in probability are improvised materials for teaching mathematics; and finally, 65.5 strongly agreed that the colored papers in analysis represent improvised materials for teaching mathematics.
Results on the academic performance of learners in mathematics subjects indicate that 79.8% strongly agreed that learning using improvised teaching materials made the learners confident and improved grades; 86.5% strongly agreed that learning using improvised teaching materials improved the learners problem-solving skills; 78.8% strongly agreed that learning using improvised teaching materials helps them to complete their homework; 84.6% strongly agreed that their mastery of mathematics content improves class participation; and 84.6% strongly agreed that the provision of school learning materials improves class participation.
Keywords: Mathematics, Problem-solving, Performance, Improvised materials, Learners.
Title: USE OF IMPROVISED MATERIALS AND ACADEMIC PERFORMANCE OF LEARNERS IN MATHEMATICS SUBJECT IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF GICUMBI DISTRICT
Author: HAKUZWIMANA IPHIGENIE, 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: 135-144
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-October-2023
