Relationship between Classroom Environmental Factors and Mathematical Skills Acquisition in Public Secondary Schools in Rwanda: A Case of Gicumbi District

Abstract

The researcher was to investigate the relationship between classroom environmental factors and mathematical skills acquisition in public secondary schools in Rwanda. Specifically, this study determined classroom environmental factors towards mathematical skills acquisition in public secondary schools in Rwanda, analyzed the level of mathematical skills acquisition that is due to classroom environment factors in public secondary schools in Rwanda, and established the relationship between classroom environmental factors and mathematical skill acquisition in public secondary schools in Rwanda. The total population was 6525 respondents, with a total sample of 377 respondents from Gicumbi District schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods. The findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 90.0% either strongly agreed or agreed that a positive and supportive classroom environment encourages them to take risks and engage with mathematical concepts, 80.0% strongly agreed or agreed that their teacher’s classroom management during teaching and learning mathematics enhances mathematical skills acquisition, and 90.0% strongly agreed or agreed that teacher-student relationships during teaching and learning indicate classroom environmental factors. Finally, 95.7% strongly agreed or agreed that use of assessment and feedback planned by teacher and student indicate classroom environmental factors. To the second objective, the study indicates that the results indicated that 86.8% strongly agreed or agreed that the ability to solve mathematical problems indicates the level of mathematical skills and performance of students; 76.1% strongly agreed or agreed that data analysis and probability indicate the level of mathematical skills and performance of students; and 90.4% strongly agreed or agreed that the ability to express thoughts in English indicates the level of English development. Finally, 96.7% strongly agreed or agreed that mathematical communication indicates the level of mathematical skills and performance of students. For the third objective, the study found a significant association between problem-solving skills, mathematical communication, class size, classroom management, teacher-student relationships, and assessment and feedback. Mathematical communication was positively related to class size, classroom management, teacher-student relationships, and assessment and feedback. Geometry and algebraic skills were also positively related to class size, classroom management, teacher-student relationships, and assessment and feedback. These findings highlight the importance of math abilities for long-term professional, health, and financial success. However, the association was negligible since the p-value was greater than 0.05. The study recommends that Rwanda's public secondary schools should create a positive learning environment by providing resources, encouraging active learning, supporting teacher development, and connecting mathematical concepts to real-world scenarios. Clear expectations, parental involvement, regular assessment, and collaboration can enhance student success.