Abstract:
Mathematics performance in Rwandan lower secondary schools continues to present challenges, despite
sustained efforts at curriculum reform. To investigate this issue, the present study adopted a mixed
methods approach that combined quantitative analysis of student exam scripts with qualitative data from
teacher questionnaires. A total of 267 students and 8 mathematics teachers were purposively selected
from three public day lower secondary schools across Burera, Kamonyi, and Kicukiro districts. The study
aimed to assess student performance across five key mathematics topics: algebra, metric measurement,
proportional reasoning, geometry, and statistics and probability, while also exploring teacher
perspectives on influencing determinants and strategies for improvement. One-way ANOVA was
employed to test hypotheses regarding differences in student performance across topics and grade levels,
while principal component analysis (PCA) and thematic analysis were used to interpret teacher
responses. Results revealed statistically significant differences in performance across topics, F (4, 1330)
= 118.23, p < .001, with a large effect size (η² = 0.262). Students showed the greatest improvement in
Statistics and Probability, while algebra and metric measurement remained problematic. Teachers’
perspectives echoed these findings and identified five major determinants affecting performance: limited
instructional resources, language barriers, low motivation, insufficient teacher training, and student
anxiety. In response, teachers recommended simplified language use, integration of technology,
contextualized teaching, and greater parental involvement. Although the study was limited by a small
teachers’ sample and restricted geographic scope, its findings highlight the urgent need for branch
specific instructional strategies. Future research should focus on the long-term effects of targeted
interventions in the most challenging mathematical domains, algebra and metric measurement.
