Generic Competencies Acquisition and Academic Performance of Students in Mathematics in Ordinary Level Public Day Schools in Rwanda: A Case of Musanze District
DOI:
https://doi.org/10.53983/ijmds.v13n10.001Keywords:
Generic Competencies Acquisition, Academic Performance of Students, Mathematics subject, Ordinary Level SchoolsAbstract
The purpose of this study was to look into how students' academic performance in mathematics at regular-level public day schools in the Musanze District was impacted by their acquisition of generic competences. The specific goals of this study were to assess the academic performance of students in mathematics at regular public day schools in Musanze District, analyze the generic competencies that students acquire that affect their academic performance in mathematics, and determine the relationship between the acquisition of generic competencies and the academic performance of students in mathematics at regular public day schools in Musanze District. This study employed a descriptive survey research design and included both quantitative and qualitative approaches. The targeted population was 115 mathematics teachers, 100 heads of mathematics, 13 headteachers, and 5967 students from 13 secondary schools in three Musanze District sectors, such as Muhoza, Cyuve, and Gacaca. The sample size was 376 people. This study used primary sources like questionnaires, interviews, and observation to gather data. It employed purposive, stratified, and simple random sampling. Both quantitative and qualitative methodologies were used, with content analysis aiding. For the first objective, results Leads to the that 61.5% strongly agreed and 23.1% agreed that critical thinking Leads to the generic competencies acquisition; 53.8% strongly agreed and 46.2% agreed that creativity and innovation Leads to the generic competencies acquisition; 76.9% strongly agreed and 15.4% agreed that research and problem solving Leads to the generic competencies acquisition; 84.6% strongly agreed and 7.7% agreed that communication and cooperation Leads to the generic competencies acquisition; and 69.2% strongly agreed and 23.1% agreed that interpersonal relations and life skills Leads to the generic competencies acquisition. Regarding the second objective, 53.8% strongly agreed and 38.5 agreed that students' academic performance in mathematics is influenced by their independence in learning; 61.5% strongly agreed and 38.5% agreed that exams and test results influence students' academic performance; 76.9% strongly agreed and 15.2 agreed that students' academic performance is impacted by their completion of homework; 69.2% strongly agreed and 23.1 agreed that students' academic performance is impacted by their improved participation in mathematics classes; 84.6% strongly agreed and 7.7% agreed that students' academic performance in mathematics is influenced by their independence in learning. The study found a strong positive relationship between critical thinking, creativity, innovation, and exam and test results in math, as well as independence in learning math and improved class participation. Additionally, research and problem solving had a significant correlation with exam and test results, independence in learning math, and having a high attractiveness rate in math. These findings suggest that adjustments in critical thinking, creativity, and innovation can positively impact exam and test results, independence in learning math, and critical thinking. Correlated since most of their level of significance was more than 0.05 in association with the academic performance in ordinary-level public day schools in Musanze District. It is recommended that the Ministry of Education will provide enough teaching and learning resources, including textbooks, computers, and internet access. Training instructors on effective teaching practices, including Information and Communication Technology, is crucial for improving students' competencies. Parents may support their children's mathematical development by attending school, engaging with instructors, and assisting with homework and activities at home.
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