Contribution of Teaching Strategies on Students Learning Outcomes in Public Secondary Schools of Rwanda: A Case of Gatsibo District
DOI:
https://doi.org/10.53983/ijmds.v13n9.001Keywords:
Learning outcomes, Teaching Strategies, Students Learning OutcomesAbstract
The primary objective of this study was to assess the effects of different teaching methods on the academic performance of students in public secondary schools, the Gatsibo district in Rwanda. A descriptive research design was used by the Researcher to collect data. The target population consisted of 728 individuals, with 28 headteachers, 140 teachers, and 560 students from Gatsibo District schools. The sample size of 258 respondents was determined using the Yamane formula. The researcher employed simple random sampling for choosing students and headteachers, and purposive sampling for selecting teachers for the study. Teachers filled out questionnaires, while school heads and students undergo interviews the results of the regression analysis regarding the relationship between teaching strategies and student learning outcomes. The model summary indicates a very strong positive correlation, with an R value of 0.918, suggesting that effective teaching strategies significantly impact students' academic performance. The R Square value of 0.842 means that approximately 84.2% of the variance in student learning outcomes can be explained by the employed teaching strategies, demonstrating the model's effectiveness in capturing the relationship between these variables. The Adjusted R Square value also remains at 0.842, confirming that even after adjusting for predictors, teaching strategies account for a substantial portion of variability in student outcomes. The study underscores the importance of adapting teaching strategies to accommodate the diverse learning needs of students. Recognizing the varying backgrounds, abilities, and interests of students is crucial for effective teaching. Differentiated instruction, where teachers tailor their methods to suit individual learning styles, emerged as a key factor in improving learning outcomes. This approach enables all students to engage with the curriculum meaningfully and reduces the likelihood of disengagement and underachievement. The government should allocate sufficient resources to public secondary schools to support the implementation of effective teaching strategies. This includes providing necessary teaching materials, technological tools, and infrastructure conducive to interactive learning environments.
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