EFFECT OF TEACHING METHODS ON THE PERFORMANCE OF MATHEMATICS STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF KARONGI DISTRICT

Abstract

The aim of this paper was to determine the effect of teaching methods on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study. The result of the regression analysis indicates that demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05) and the relationship is in line with a priori expectation. Results showed significant positive relationship between demonstration method and the performance of Mathematics students (r = 0.699; p= 0.000). Multiple linear regression analysis showed that demonstration method contributed to 73% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.