Article Sidebar
Published:
Dec 6, 2024Keywords:
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
(i) AJER is an open-access journal. This means that all content is freely available to all. The author retains the copyrights associated with their work within AJER’s policy framework.
(ii) All articles can be accessed freely without any limitations of use, distribution, and reproduction in any medium so long as they are expressly cited.
(iii) The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, may not mean that these names are not protected by the relevant laws and regulations in their respective countries.
(iv) The publisher believes that all information is true and accurate at the time of going to press. In this regard, the authors, editors, and publishers cannot accept any legal responsibility for any errors, typos or omissions that may be made. There is thus no warranty for the materials contained in the articles.
Main Article Content
Technological Usage and Students’ Performance in Mathematics in Public Secondary Schools in Rwanda: A Case of Kayonza District
Bernard Mukeshimana
Abstract
This study investigated the effect of technological usage on Mathematics performance in public secondary schools in Kayonza District, Rwanda. It aimed to evaluate the current level of technological usage for Mathematics education in public secondary schools within Kayonza District. This study was conducted under two theories: behaviorist instructional theory and cognitive instructional theory and descriptive survey design was used to the target population of 199, including 145 Mathematics teachers and 54 head teachers to get the sample size of 155 respondents, that involving 107 Mathematics teachers and 48 head teachers, obtained by using Yamane’s formula. Purposive and simple random sampling methods were employed to select 155 sampled respondents. Data was collected through questionnaires and interviews, analyzed using SPSS version 20.0 for quantitative data, and thematic analysis for qualitative responses. According to the results for the objective, the study indicates that technological tools like digital devices, interactive whiteboards and educational software are widely used in Mathematics education, with 84.1% of teachers reporting that such tools enhance problem-solving skills (mean = 4.73). Online resources and software like Google Classroom also significantly contribute to learning outcomes (mean = 4.50). However, over 60% of schools face challenges such as limited internet connectivity and inadequate digital resources. However, disparities in technology access among schools result in uneven student performance improvements. The researcher concludes that while technology positively affects problem-solving and conceptual understanding in Mathematics, effectiveness is hindered by inconsistent access and insufficient teacher training. To address these issues, the researcher recommends investing in teacher professional development, improving infrastructure, and developing policies for equitable access to technology across all schools, aiming to bridge the technology gap and enhance Mathematics education quality in Rwanda’s public schools. He also recommends further studies related to this study.
