Leaners' Participation in Class Activities and Academic Performance in Secondary Schools in Huye District
DOI:
https://doi.org/10.53983/ijmds.v14n1.004Keywords:
Learners’ participation, academic performance, school management, teaching strategies, secondary educationAbstract
This study investigates the relationship between learners' participation in class activities and academic performance in secondary schools in Huye District, Rwanda. The research aimed to identify prevailing school management practices, evaluate their impact on the quality of education, and examine their relationship with academic performance. A descriptive research design was employed, utilizing questionnaires, interview guides, and document analysis for data collection. The study targeted a population of 450 individuals, including students, teachers, Deans of Studies, and Head Teachers. A sample of 181 students and 21 teachers was selected using simple random sampling, while 10 key informants, including 5 Deans of Studies and 5 Head Teachers, were purposively chosen. Both qualitative and quantitative methods were used for data analysis, with SPSS version 22 applied for quantitative data and thematic analysis for qualitative data. Findings revealed that over 70% of students reported low participation in class activities, which correlated with poor academic performance. Factors such as lack of motivation and inadequate teaching resources were identified as key contributors to this issue. The study established a strong positive correlation between active student engagement and academic achievement, emphasizing the need for interactive teaching methods. The research recommends that school leaders implement student-centered teaching strategies, teachers adopt collaborative approaches, and parents actively participate in their children's education to enhance motivation and success. These findings underscore the importance of fostering an engaging learning environment to improve student participation and academic outcomes in secondary education.
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