https://dr.ur.ac.rw/handle/123456789/25 Research works from students of the College of Education 2026-06-11T19:46:58Z https://dr.ur.ac.rw/handle/123456789/2908 La place de l’activité de lecture dans le processus d'enseignement/apprentissage du français au Rwanda. Le cas des écoles secondaires du District de Ruhango Uwimana, Eugénie Avec l’ère de la cybernétique dans laquelle se plonge le monde actuellement, le foisonnement du matériel audio-visuel qui attire les gens, surtout les jeunes, la culture de la lecture ne risque-t-elle pas de tomber en désuétude et sa situation s’empirer dans les pays comme les nôtres où le nombre de ses adeptes s’évalue au compte-goutte ? Ce serait en tout cas oublier les bienfaits que la civilisation du livre a apportés dans les pas en avant de l’humanité. En pensant à notre sujet de recherche, nous voulions montrer comment la lecture est un outil incontournable dans le domaine de l’enseignement du français, un outil auquel on devrait donner une place très importante. Nous avons considéré une population statistique de 60 apprenants dans trois écoles, dans les classes terminales faisant l’option de français. Nous y avons pris un échantillonnage raisonné et stratifié de 15 apprenants vus par leurs camarades et enseignants comme étant les meilleurs lecteurs. Nous avons pris les meilleurs ou ceux qui méritent le nom de lecteur pour montrer que plus vous lisez ou donnez à la lecture la place qui lui convient, vous êtes dans la bonne direction de la maitrise de la langue. Nos 15 ont été rangés par ordre d’expertise en lecture, et puis nous avons administré un test de compétence en langue à tout le monde (les 15 y compris) et un questionnaire pour recueillir d’autres informations. C’est dire que nous avions des données quantitatives et des données qualitatives. En administrant un test à tout le monde, nous voulions comparer les résultats des 15 par rapport à toute l’ensemble et ensuite ces 15 entre eux pour vérifier si les rangs qu’ils avaient eus en matière de lecture corroboraient bien avec les résultats du test de compétence dans la langue française, justifiant ainsi la conception que la place accordée à la lecture a un rôle à jouer dans l’apprentissage d’une langue. Pour traiter toutes ces données, il a fallu avoir recours à l’outil SPSS pour les statistiques descriptives et de corrélations de Pearson et Spearman. Les résultats ont prouvé une corrélation positive, bien qu’en général faible (< 10%), entre les facteurs sociodémographiques et socioéconomiques, et la compétence en langue d’une part, et entre contexte scolaire, caractéristiques individuelles et la compétence en langue d’autre part. La corrélation a été très significative (>70%) entre la place/ l’importance accordée à la lecture (caractérisée par le rang en la matière) et la maîtrise de la langue, ceci nous permettant de conclure que les habitudes de lecture impactent sur l’enseignement/apprentissage de la langue. Master's Dissertation 2023-06-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2907 Influence of school community on enrolment of students with physical disabilities in inclusive public schools in Musanze District KABANO, Théogene This research explores the relationship between school community factors and the enrollment rates of students with physical disabilities in inclusive public schools within Musanze District, Rwanda. It evaluates the impact of physical accessibility, curriculum adaptation, instructional strategies, and financial support on enrollment decisions and the overall learning experience of these students. By employing a descriptive survey design with mixed methods, data were collected from 196 participants, including school administrators, teachers, students with and without disabilities, and parents, using questionnaires, interviews, and observations in two selected schools. The findings reveal that while the school community generally demonstrates positive attitudes towards inclusion, key barriers—such as inaccessible infrastructure, insufficient financial support, and the limited use of assistive technologies—hinder the full participation of students with physical disabilities. The study also identifies gaps in the effectiveness and accessibility of the curriculum and instructional strategies, which often fail to accommodate diverse learning needs. The research highlights the need for comprehensive teacher training in adaptive teaching methods and the integration of assistive technologies to enhance learning. Additionally, financial support plays a crucial role in advancing inclusive education by ensuring that resources are adequately allocated to meet the needs of all students. Based on these findings, the study recommends improving physical accessibility, increasing financial investment in inclusive education, integrating assistive technologies, and fostering an inclusive school culture to create a more equitable learning environment. This study offers insights for policymakers and educators, contributing to the development of more inclusive practices and policies that promote equal educational opportunities for students with physical disabilities in Rwanda. Master's Dissertation 2024-07-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2906 Importance of assistive technology in the implementation of inclusive education at University of Rwanda; Case study of College of Education Nyagatare Campus NDAYAMBAJE, Charles This study examined the use of assistive technology in implementing inclusive education at the University of Rwanda, concentrating on the College of Education Nyagatare Campus. The research aimed to explore the types of assistive devices used, their role in facilitating learning and integration, the significance of the resource room, and the challenges faced in utilizing assistive technology within the context of education programs. Exploratory research design was used in this study where qualitative and quantitative data were collected using different methods including questionnaires, interview guides, and observation checklists. The study targeted a population of 71 people including students with disabilities, lecturers, dean of school support staff and students without disabilities. Census sampling techniques were used to include all targeted pollution. This led to the sample size of 71 respondents to be selected including students with disabilities and those without disabilities, lecturers, administrators and resource room manager. Descriptive statistics were used to examine quantitative data, while thematic analysis was used for qualitative data. The findings revealed that various assistive devices, such as screen readers, Braille materials, and mobility aids, were crucial for students with disabilities in education programs to access the curriculum and participate in academic activities. Assistive technology also facilitated their integration into the school community and engagement in co-curricular activities. The resource room was essential in helping students with disabilities receive specific assistance and accommodations. This study adds to the expanding body of research on inclusive education and emphasizes the necessity of all encompassing support systems, such as assistive technology, to establish fair educational opportunities for students with disabilities in Rwandan and international higher education institutions, especially in the field of education. Recommendations are provided for university administration, faculty, students, and policymakers to enhance the provision, accessibility, and utilization of assistive technology. Further research is suggested to explore the best practices and innovations in this field within the context of education programs. Master's Dissertation 2024-08-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2905 Influence of teacher’s characteristics on academic achievement of students with moderate intellectual disabilities: a case study of HVP Gatagara Humura, a special primary school in Gasabo district, Rwanda MUSABYIMANA, Celestin Identifying the influence of teacher’s characteristics on students’ academic achievement has been a salient and reoccurring topic especially in Special Education. Teachers are the most important school based factor in affecting student achievement levels. Knowing what teacher characteristics influence student achievement help administrators prioritize who to hire, retain, and assign to classes. The purpose of this study was to examine the influence of teacher’s characteristics on academic achievement of students with Moderate Intellectual Disabilities (MIDs) in a private special primary school, HVP Gatagara Humura, in Gasabo district. The study intended to achieve the following objectives: To investigate whether teacher’s qualification influences academic achievement of students with MIDs, to examine whether teacher’s teaching experience influences academic achievement of students with MIDs, and find out the effect of teacher’s attitude on academic achievement of students with MIDs in a private special primary school in Gasabo District, Rwanda. The result of the study on teachers’ attitudes confirmed that the teacher as a person is not the merely determinant of students’ academic achievement because other factors such as students’ attitude, parental education, nature of disability , students’ abilities, related factors have significant effect in their academic achievement. It was found out that all teachers at HVP Gatagara/ Humura had no qualification in Special Needs Education. It was also established that teacher’s qualification significantly affects students’ academic achievement. The study employed descriptive statistics to analyze the data obtained. Quantitative data was analyzed and presented using descriptive Statistics. Data collected from the questionnaires was coded and analyzed using descriptive statistics whereas qualitative data collected from head teacher, director of studies, and Individual Education Plan (IEP) goals analysis were analyzed in narrative form Master's Dissertation 2024-09-01T00:00:00Z