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.