Engaging student voice in Rwandan secondary schools: Understanding factors supporting learning in STEM and future aspirations

Abstract

This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic and extrinsic elements on students' acquisition of STEM knowledge and their motivational orientation. The establishment of positive teacher–student relationships emerged as a pivotal theme supporting learning, complemented by the significance of classroom resources and students' self-discipline. Students also expressed a strong valuing of STEM education, correlating proficiency in these disciplines with personal success and contributions to the development of Rwanda. Additionally, the study elucidated students' suggestions for enhancing STEM education, underlining the imperative for improved resources and elevated teaching standards. Students further articulated aspirations spanning both professional and vocational trajectories, many related to STEM disciplines, aligning closely with a commitment to actively contribute to Rwanda's progress. The implications of this research encompass the need for enhanced teacher training in the affective dimension of pedagogy, greater investment in educational resources and facilities supporting both learning and well-being, promotion of the value and relevance of STEM subjects and access to career guidance which considers students' varied future goals. Lastly, the research underscores the immense value that can be gained from engaging student voice in the context of Rwandan secondary schools in informing education policy and practice.