https://dr.ur.ac.rw/handle/123456789/25 Research works from students of the College of Education 2026-04-23T19:40:14Z https://dr.ur.ac.rw/handle/123456789/2743 Factors affecting teachers in the assessment of learners with intellectual disabilities at G.S. Burema in Nyarugenge District Safari, William The concern of this study was to explore the factors affecting teachers in assessment of learning for learners with intellectual disabilities in G.S Burema primary school in Nyarugenge District. Specifically, the study sought to identify challenges teachers face in assessment of learners with intellectual disabilities in G.S Burema in Nyarugenge District, to assess ways of copying with learners with intellectual disabilities during assessment of learning in G.S Burema in Nyarugenge District and to find out possible approach to be used in assessing learners with intellectual disabilities in G.S Burema in Nyarugenge District. The study adopted descriptive research design using quantitative and qualitative approaches. The researcher targets a headteacher, a Dean of studies and teachers from G.S Burema. Thus, the total number of the population was 40 persons. The study used structured questionnaires and interview guide as instruments to collect primary data. Excel was used to present quantitative data in the form of tables by using frequencies and percentages. From findings, the study revealed that there was agreement of the majority of respondents who strongly agreed (84%) and 13% agreed that there was an agreement that matching reliable, valid, and appropriate learning assessment and tools tom all course learning objective is among challenges teachers face in assessment of learners with intellectual disabilities and 3% were neutral. Besides, the findings revealed that the use of ongoing evaluation in a practice-orientated process as the majority of 97.3% respondents strongly agreed and 2.6% agreed. Besides, ongoing evaluations should meet certain requirements is another way of copying with learners’ intellectual disability as agreed by 30%, 28% of respondents strongly agreed, 18% were neutral, 13% disagreed and 10% of respondents strongly agreed. Lastly, the findings of results also showed that there are some strategies used in assessing of learners with intellectual disabilities as the results indicated that there was an agreement of 55.2% of respondents and 31.5% strongly agreed that statement on the first strategies which is to allow extensions to assignment deadlines. The study recommended in copying with them at G.S Burema, the teacher should use AoL practice-orientated process, in meeting certain requirements. Master's Dissertation 2022-06-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2742 Head teachers’self perception of their role in management of school based change in Gasabo district, Rwanda Mukantarindwa, Speciose The main purpose of this study was to find out how head teachers perceive their role in management of school based change in Gasabo District. The study sought to fulfil the objectives such as to find out how head teachers perceive their role in management of school based change, to establish the perception of head teachers on their role in management of financial resources, to determine how head teachers perceive their role in management of curriculum and instruction, to find out how head teachers perceive their role in management of school physical facilities as well as to find out how head teachers perceive their role in management of human resource.The study locale was Gasabo District. The researcher chose the study locale due to the fact that Gasabo District has many public schools and the financial consideration where researcher move at the low cost since she lives in Gasabo District. The limitation of the study was the financial constraints hinder the researcher to conduct this study in the whole country, lack of enough literature on school-based change specifically in Rwanda. The study was guided by social system theory. A descriptive survey design was adopted to guide this study. The data for the study was collected using questionnaires. The researcher ensured the instrument validity and reliability. The researcher conducted piloting study before conducting main study. Piloting study was conducted in four schools. A sample size was 38 head teachers drown from 56 head teachers of public schools in Gasabo District. The sample was selected by using stratified random sampling technique. The sample size was made up of 22 male head teachers and 16 female head teachers. The four management tasks areas used by the researcher to find out the perception of head teachers on their role in management of school-based change were: management of school financial resources, management of school physical facilities, management of curriculum and instruction and management of human resource. Both qualitative and quantitative methodologies were used. Descriptive statistics were used in analysis of data. The data was presented in frequencies and percentages. The results of this study revealed that some head teachers had positive perception on their role in management of school-based change in Gasabo District while others do not. This was evidenced by the percentages of the answers of head teachers to various items like 86.8% where head teachers agreed that they had commitment in generating new income in the task of managing school finance. The 60.5% was attributed to the item of ensuring professional development for teachers in the management task of curriculum and instruction. The 55.2% was attributed to the item of ensuring longevity of school physical facilities. On the other side some head teachers had negative perception on their role, 13.1% was attributed the item of not interested in generating new income. The 13.1% was attributed to the item where head teachers agreed that they did not ensure teachers’ motivation and promotion. The study found that head teachers face many challenges when managing school-based change. Some challenges were including lack of financial and material support (18.4%), multiple role of head teachers (15.7%), unmotivated stakeholders (23.6) and negative attitudes of teachers towards the new curriculum (10.5%). The study also found that head teachers use different strategies to overcome challenges occurred when managing school-based change. Some strategies used were including motivation of stakeholders (26.3%), regular supervision (18.4%), regular monitoring and evaluation of teachers’ activities (13.1%) and delegation of duties (21%). In this study, the researcher recommended the educational policy makers and the further researchers in various ways how to profit the findings of the study to improve the educational management. Master's Dissertation 2019-06-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2741 Head teachers’ self perception of their role in management of school based change in Gasabo district, Rwanda Mukantarindwa, Speciose The main purpose of this study was to find out how head teachers perceive their role in management of school based change in Gasabo District. The study sought to fulfil the objectives such as to find out how head teachers perceive their role in management of school based change, to establish the perception of head teachers on their role in management of financial resources, to determine how head teachers perceive their role in management of curriculum and instruction, to find out how head teachers perceive their role in management of school physical facilities as well as to find out how head teachers perceive their role in management of human resource.The study locale was Gasabo District. The researcher chose the study locale due to the fact that Gasabo District has many public schools and the financial consideration where researcher move at the low cost since she lives in Gasabo District. The limitation of the study was the financial constraints hinder the researcher to conduct this study in the whole country, lack of enough literature on school-based change specifically in Rwanda. The study was guided by social system theory. A descriptive survey design was adopted to guide this study. The data for the study was collected using questionnaires. The researcher ensured the instrument validity and reliability. The researcher conducted piloting study before conducting main study. Piloting study was conducted in four schools. A sample size was 38 head teachers drown from 56 head teachers of public schools in Gasabo District. The sample was selected by using stratified random sampling technique. The sample size was made up of 22 male head teachers and 16 female head teachers. The four management tasks areas used by the researcher to find out the perception of head teachers on their role in management of school-based change were: management of school financial resources, management of school physical facilities, management of curriculum and instruction and management of human resource. Both qualitative and quantitative methodologies were used. Descriptive statistics were used in analysis of data. The data was presented in frequencies and percentages. The results of this study revealed that some head teachers had positive perception on their role in management of school-based change in Gasabo District while others do not. This was evidenced by the percentages of the answers of head teachers to various items like 86.8% where head teachers agreed that they had commitment in generating new income in the task of managing school finance. The 60.5% was attributed to the item of ensuring professional development for teachers in the management task of curriculum and instruction. The 55.2% was attributed to the item of ensuring longevity of school physical facilities. On the other side some head teachers had negative perception on their role, 13.1% was attributed the item of not interested in generating new income. The 13.1% was attributed to the item where head teachers agreed that they did not ensure teachers’ motivation and promotion. The study found that head teachers face many challenges when managing school-based change. Some challenges were including lack of financial and material support (18.4%), multiple role of head teachers (15.7%), unmotivated stakeholders (23.6) and negative attitudes of teachers towards the new curriculum (10.5%). The study also found that head teachers use different strategies to overcome challenges occurred when managing school-based change. Some strategies used were including motivation of stakeholders (26.3%), regular supervision (18.4%), regular monitoring and evaluation of teachers’ activities (13.1%) and delegation of duties (21%). In this study, the researcher recommended the educational policy makers and the further researchers in various ways how to profit the findings of the study to improve the educational management. Master's Dissertation 2019-06-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/2740 Language development of Gavin from Rwandan context between 16 and 24 months: phonological, morphological, lexical/semantic and syntactic aspects. Sabiti, Jacques This study with the title of “Language Development of Gavin from Rwandan context between 16 and 24 months: phonological, morphological, lexical/semantic and syntactic aspects” was conducted with the core objective of investigating language development of Gavin between 16 and 24 months. The study focused on sound structure and sequence, phonological strategies used by Gavin to pronounce new words, how words were formed, semantic aspects of the words he acquired and syntactic structure available in the utterances he produced. The data were collected using diary keeping and sound recording, and they were presented in line with research questions using figures and tables. The findings showed that, regarding sound structure, Consonant-Vowel (CV) forms were more common than clusters in nonwords and real words; and bilabials and alveolars were the most dominant consonant sounds. Vowel sounds were available in both nonwords and real words. As for sounds sequence, the sounds that are common in the babbling stage were the first to be produced moving from the easiest to the most complicated sound structures. As for phonological processes, the findings revealed syllable deletion, syllable assimilation and substitution to produce different words, especially words with clusters. Regarding lexical/semantic development, the words that were acquired fast were monosyllabic and disyllabic. Polysyllabic words were learned through segmentation, adding prefixes to the root. From a semantic aspect, prime meaning was attached to the words and later on extended based on features the referents shared. Regarding word formation, the child was able to attach prefixes to the root of the learned words and infixes to the verbs. As for syntactic structure, the findings showed that the child used one word, v two words, and more than two-word utterances to express a sentence-like idea. He was able to produce SV (subject-verb) structure, and had not reached the level of producing SVO (Subject-Verb-Object) structure yet. The findings of this research point up how a language needs time to be fully developed. In fact, studies alike serve as a guide to people in charge of language acquisition planning, hence being particularly useful to the ministry of education, teachers facilitating the teaching and parents monitoring their children’s language development. Master's Dissertation 2022-05-01T00:00:00Z