The Role of Sports in Promoting Social Inclusion and Teamwork in Mathematic Subject among Secondary School Students: Evidence from Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n02.005Keywords:
sports, social inclusion, teamwork, secondary education, Rwanda, GS RutondeAbstract
Purpose: This study investigates the role of sports in fostering social inclusion and Teamwork In mathematic Subject Among students at GS Rutonde secondary school, Bugesera District, Rwanda. Methodology: A descriptive survey design was employed, drawing on a sample of 83 students selected from a target population of 484 using Yamane's formula and simple random sampling. Data were collected via structured questionnaires and semi-structured interviews, then analysed using frequency distributions and percentage statistics. Findings: Results demonstrate that sports participation significantly enhances cross-cultural friendship formation (78.3%), teamwork skills (75.9%), and gender-inclusive co-participation (77.1%). However, the inclusion of students with disabilities remains contested, with 45.8% perceiving ongoing structural barriers. Principal challenges include lack of equipment (78.3%), inadequate facilities (78.3%), limited timetabled time (72.5%), and a shortage of trained coaches (67.5%). Conclusions: Sports represent a high-impact, low-cost vehicle for social cohesion in Rwandan secondary schools, yet their transformative potential is constrained by resource deficits and insufficient policy frameworks. The paper offers actionable recommendations for government, school administrators, and development partners.
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