Effect of continuous professional development in innovative teaching methods for mathematics and science on Mathematics teachers' classroom practices in public lower secondary schools: A case study of Ngoma District, Rwandaffect of continuous professional development in innovative teaching methods for mathematics and science on mathematics teachers' classroom practices in public lower secondary schools: A case study of Ngoma District, Rwanda.

Abstract

Continuous professional development is widely recognized as essential in promoting innovative teaching methods in the field of mathematics and science education. However, there is still insufficient research into how CPD programmes affect the teaching practice of mathematics teachers in the real world in public secondary schools. The main purpose of the study was to establish the effect of CPD in ITMS on mathematics teachers ‘classroom practices. This study was guided by socio-learning theory developed by Albert Bandura. The study used a mixed method correlation design, involving 30 mathematics teachers who had attended CPD ITMS training and a random sample of 15 deputy headteachers in charge of studies responsible for overseeing the academic aspects of a school. The researcher used questionnaires, which were distributed to 30 mathematics teachers. Semi-structured interviews, along with an interview guide and observations using a checklist, were also employed for data collection. SPSS Version 23 was used to analyze quantitative data, while qualitative data were analyzed using thematic analysis. The findings indicated that access to the CPD ITMS is limited (M = 3.69, SD = 1.02) and that logistical constraints delay participation. Although the ITMS CPD significantly influenced learning outcomes (t(29) = 4.39, p<0.001), classroom learning was not uniform (M = 3.04, SD = 1.14). The main challenges identified were a lack of resources, limited institutional support (M = 3.64, SD = 1.09), and inadequate feedback mechanisms (M = 2.45, SD = 1.03). Teachers emphasized the importance of practical training and ongoing mentoring (M = 3.28, SD = 1.07). Despite its positive impact, the CPD ITMS has faced implementation challenges (M = 2.62, SD = 1.06) which require more institutional support, allocation of resources and monitoring to ensure a sustainable impact. The study concluded that, although the CPD ITMS initiatives have a positive effect on the teachers' willingness to adopt innovative methods, institutional problems such as resource constraints and the lack of a structured follow-up process prevent full implementation. The study recommends REB, in cooperation with providers of CPD, improve the training models, integrate continuous mentoring and institutionalize the support of the Deputy Head Teachers in charge of Studies in charge of studies to enhance the sustainability of ITMS. Future research should examine the longitudinal effects of CPD ITMS on learning practices in multiple districts to assess its long-term effect.