Books

Uruhare rw’imigani migufi mu kwimakaza indangagaciro na kirazira by’umuco nyarwanda mu mashuri yisumbuye mu Rwanda: urugero rw’amashuri yo mu karere ka Muhanga

2026-04-15T13:52:58Z

Uruhare rw’imigani migufi mu kwimakaza indangagaciro na kirazira by’umuco nyarwanda mu mashuri yisumbuye mu Rwanda: urugero rw’amashuri yo mu karere ka Muhanga Misigaro, Theogene Intego rusange y’ubu bushakashatsi ni ukugaragaza uruhare rw’imigani migufi mu kwimakaza indangagaciro na kirazira by’umuco nyarwanda mu mashuri yisumbuye mu Rwanda. Impamvu y’ubu bushakashatsi kwari ugufasha abarimu kwigisha indangagaciro na kirazira by’umuco nyarwanda bifashishije imigani migufi nyuma yuko bigaragaye ko hari amwe mu mashuri yo mu Karere ka Muhanga atarayigishaga uko bikwiye. Muri ubu bushakashatsi hifashishijwe uburyo nyamimerere mu kubona amakuru avuye mu bakeshwamakuru ari bo abarimu n’abanyeshuri. Ibibazo byúbushakashatsi byateguwe hashingiwe ku byagaragajwe n’abandi bashakashatsi. Muri make, amahange ry’isesengurirambaga n’isesengurangingo yamfashije gutegura ibibazo by’ubushakashatsi no gusesengura amakuru y’ubushakashatsi. Ikusanyamakuru ryakorewe ku barimu n’abanyeshuri 39 bo mu bigo byatoranyijwe by’amashuri yo mu Karere ka Muhanga, asesengurwa hifashishijwe amahange yavuzwe haruguru. Isesenguramakuru ryagaragaje ko abarimu bamwe batigisha imigani migufi bagaragaza indangagaciro na kirazira ibumbatiye. Ubu bushakashatsi bwifuje ko abarimu bigisha Ikinyarwanda bategurirwa amahugurwa kandi bagashakirwa imfashanyigisho zihagije zabafasha kwigisha neza indangagaciro na kirazira by’umuco nyarwanda bashingiye ku migani migufi. Master's Dissertation

Teaching mathematics supported by the interactive mathematics software for primary schools in Rwanda: analysis of teachers’ perceptions and learning outcomes

2026-04-15T13:49:05Z

Teaching mathematics supported by the interactive mathematics software for primary schools in Rwanda: analysis of teachers’ perceptions and learning outcomes Uwineza, Innocente Modern life, shaped by advanced technologies, prioritizes technology-supported instruction in education systems to ensure quality education and promote sustainable global development. This study aimed to explore teachers‟ views on the use of Interactive Mathematics (IM) software in teaching and its impact on learning outcomes, focusing on students‟ performance and conceptual understanding in Rwandan primary schools. The stratified random sampling method was used to select 16 classes assigned to control and experimental groups from 4 public and 3 private schools. Purposive and convenient sampling methods were used to select seven teachers. Guided by the post-positivist paradigm, mixed research methods, through a quasi-experimental design, were employed to collect data via tests and interviews. Before and after the teaching intervention, a test was administered to the traditional and the IM groups to assess students' baseline knowledge equivalence and the effect of IM on learning outcomes, respectively. This study was supported by the frameworks of Technological Pedagogical Content Knowledge (TPACK), the Theory of Acceptance Model (TAM), and the Cognitive Theory of Multimedia Learning (CTML). Learners' pre- and post-test results were analyzed with SPSS 23.0 and MS Excel 2016 using descriptive and inferential statistics. The qualitative data from semi-structured interviews was thematically analyzed with an inductive coding method using Taguette software. The findings indicated that the IM class performed better than the traditional class. In primary 5, the mean pre-test score was 39.56 (SD=19.77), and the mean post-test score was 64.83 (SD=18.46), with p<.001, f=1.32, and g=.41. Moreover, IM demonstrated an effect on learning outcomes between the control and experimental groups when all classes were combined. Additionally, findings indicated an improvement in conceptual understanding through the use of IM, as evidenced by an increase in the percentage of learners who performed well on items across the two tests and by the improvement of learners‟ sample works from the pre-test to the post-test. From inferential statistics, the ANOVA indicated that private school learners performed better than public school learners in the IM environment, though the effect was weak (effect size of η² = 0.016 in the post-test). Furthermore, the findings indicated better improvement in upper primary learners‟ performance than lower primary learners‟ through the use of IM, with a strong effect (effect size η² = 0.269 in the post-test). From the interviews, inductive coding through open, axial, and selective coding generated three themes presented by all teachers (100%) through various codes. Teachers‟ perceptions consisted of the disadvantages of the traditional teaching method, the benefits, and the challenges of using IM in the teaching process. The results had implications for primary school teachers‟ training programs in technology-supported instruction for effective curriculum implementation. Moreover, the implications extend to re-examining TPACK-based studies in classroom practices with a focus on the perceptions of technology users. Various contributions were explained, and recommendations for effective integration of IM into the competence-based curriculum were discussed. For generalizability purposes, suggestions for further similar studies using standardized tools and other scientific methods were formulated. Doctoral Thesis

Applying blended learning in teaching English language speaking skills among year 3 undergraduate students: opportunities and challenges at the University of Rwanda

2026-04-15T13:47:37Z

Applying blended learning in teaching English language speaking skills among year 3 undergraduate students: opportunities and challenges at the University of Rwanda Ingabire, Christine This study was conducted within the framework of investigating the extent to which applying Blended Learning in teaching English Language can improve speaking skills and opportunities and challenges confronted by year 3 Undergraduate students in order to achieve the intended learning outcomes. The motivation to pursue this research was that the researcher experienced a situation where Masters students were unable to take a module using Blended Learning and that made the researcher suspect that teaching using Blended Learning is a problem. The study was guided by the CABLS (Complex Adaptive Blended Learning System) framework. The research was carried out on a population of 201 students and 4 English Language Lecturers with a sample size of 134 students and 4 Lecturers. Questionnaires, interviews, and classroom observations were used to collect data. The researcher used mixed method research design. The key findings include the one that 94.8% of respondents confirmed that they use Blended Learning to study English especially speaking skills. The second one is that learners enjoy using Blended Learning when studying English Language speaking skills. 86.6% and 9.7 have stated that it has helped them improve their English Language speaking skills. Thirdly, there are opportunities and challenges confronted by the learners when using Blended learning to study English language. Some of the important opportunities is that Blended Learning is seen as an accelerator for teaching English speaking skills, a prompter for ubiquitous learning and it also promotes active engagement of students. Challenges identified include that learners have limited skills in manipulating Blended Learning technological gadgets, unavailability and inaccessibility of technological tools, learners’ reluctance to embrace Blended Learning due to environments and cultural belief and teacher/learner demand on time. Considering the findings, the study recommended the University of Rwanda to adopt Blended Learning in all modules, explore increasing the amount of ICT facilities/computer laboratories accessible on campus and also provide continuous proper training to lecturers and students on different computer skills and the emerging technologies. Secondly, the Ministry of Education should establish policies to support implementation of Blended Learning in Higher Learning Institutions and make sure they are properly implemented Master's Dissertation

The contribution of community based rehabilitation in inclusion of learners with physical disability in Nyanza district in Rwanda

2026-04-14T20:36:21Z

The contribution of community based rehabilitation in inclusion of learners with physical disability in Nyanza district in Rwanda Gatete, Elias The research titled "The Contribution of Community Based Rehabilitation in Inclusion of Learners with Physical Disability in Nyanza District of Rwanda" is driven by the exclusion of students with physical disabilities in Nyanza District. This underperformance signifies an insufficient application of modern teaching methodologies, among other factors. To solve the problem of poor performance, the study (1) to identify the level of community-based rehabilitation in secondary schools of Nyanza District in Rwanda, (2) to examine difficulties experienced by learners with physical disability in Nyanza district in Rwanda, (3) to clarify contribution of Community-Based Rehabilitation in inclusion of learners with physical disability to education in Nyanza district in Rwanda. The study targets Deans of Studies, Head Teachers, teachers, and students from selected secondary schools in Nyanza district, Rwanda. A total sample of 5 Deans of Studies, 5 Head Teachers, 5 teachers, and 15 students has been selected from 5 secondary schools in Nyanza district using a purposive sampling technique. Data collection involved the utilization of interview guides, direct observations, and documentation. The collected data were analyzed and interpreted using qualitative approaches. The study's findings shed light on the current status of community-based rehabilitation (CBR) in secondary schools within Nyanza District, Rwanda, revealing a concerning low level of implementation. This is attributed to various factors such as negative attitudes towards Persons with Disabilities (PWDs), insufficient provision of functional rehabilitation services, limited empowerment opportunities for PWDs, and the lack of a welcoming and accessible school environment. Additionally, the research highlights the significant challenges faced by learners with physical disabilities in the district, including issues related to physical accessibility, lack of disability awareness, absence of tailored support, and complexities in the accommodation process. Despite these challenges, the study emphasizes the pivotal role of CBR in fostering inclusion by providing personalized support, raising awareness among stakeholders, establishing partnerships, and enhancing physical accessibility. The recommendations underscore the urgent need for collaborative efforts among education sectors to elevate the implementation of CBR across all schools in Rwanda, aiming to ensure the comprehensive inclusion of students with diverse disabilities. Master's Dissertation