Teaching aids usage and Generic Skills Acquisition in Mathematics Subject in Public Secondary Schools in Rwanda: A Case of Bugesera District

Abstract

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.