Books and book chapters https://dr.ur.ac.rw/handle/123456789/814 2026-05-25T08:23:21Z 2026-05-25T08:23:21Z Tulinumukiza, Froduard https://dr.ur.ac.rw/handle/123456789/2891 2026-05-14T09:39:58Z 2024-10-01T00:00:00Z

Mchango wa tehama katika ufundishaji wa fasihi andishi ya Kiswahili katika shule za sekondari teule wilayani Nyagatare nchini Rwanda Tulinumukiza, Froduard Utafiti uliofanyika ulilenga kuchunguza mchango wa TEHAMA katika ufundishaji wa fasihi andishi katika shule za sekondari wilayani Nyagatare nchini Rwanda. Uchunguzi huu ulifanyika kwa kutimiza malengo mahususi mawili. Kwanza, kubainisha mchango wa TEHAMA katika ufundishaji wa fasihi andishi katika shule za sekondari teule wilayani Nyagatare nchini Rwanda. Pili, kuunda miongozo ya utumiaji wa TEHAMA ili kuleta ufanisi wa ufundishaji wa fasihi katika shule za sekondari wilayani Nyagatare nchini Rwanda. Ili kutimiza malengo haya, utafiti uliongozwa na Nadharia ya Uunganisho. Mbinu ya usaili, ushuhudiaji na uchanganuzi matini zilitumiwa ili kukusanya data. Wango la utafiti lilikuwa, viongozi wa shule, wakuu wa masomo, walimu wa Kiswahili na wanafunzi wa mchepuo wa LFK. Sampuli ya utafiti ilihusisha wanafunzi 103, walimu wa Kiswahili kumi, wakuu wa masomo watano na wakurugenzi watano ambao waliteuliwa kwa kutumia mbinu ya usampulishaji lengwa. Data za utafiti zilichanganuliwa, kufasiliwa na kuwasilishwa kwa kutumia njia ya madondoo na maelezo. Matokeo ya utafiti yameonesha kwamba TEHAMA ina mchango mkubwa katika ufundishaji wa fasihi andishi katika shule za sekondari teule wilayani Nyagatare kwa sababu zifuatazo: Kwanza, TEHAMA inaleta urahisi katika upatikanaji wa nyenzo za ufundishaji na ujifunzaji kama vitabu vya kielektroniki na video za ufafanuzi. Pili, TEHAMA inawezesha wanafunzi kujifunza fasihi andishi ya Kiswahili kwa kuwaunganisha na wanafunzi wengine duniani kote kupitia mitandao ya kijamii na tovuti tofauti. Tatu, TEHAMA inawezesha wanafunzi kujifunza stadi mpya zinazohitajika katika fasihi andishi kama vile stadi ya ubunifu na kutafakari kitunduizi. Nne, TEHAMA inawapa wanafunzi motisha ya kujifunza fasihi andishi ya Kiswahili. Mwisho, matokeo ya utafiti yameonesha kwamba matumizi ya TEHAMA yanarahisisha ufundishaji wa fasihi andishi ya Kiswahili kwa sababu wanafunzi huvutiwa zaidi kwa kutumia vifaa vya kidijiti kama vile simu na kompyuta. Zaidi ya hayo, matokeo ya utafiti yamebainisha changamoto za ufundishaji wa fasihi andishi ya Kiswahili kupitia TEHAMA katika shule za sekondari teule wilayani Nyagatare. Changamoto hizo ni ukosefu wa zana za kufundishia na mbinu za ufundishaji zinazotumiwa na walimu. Isitoshe, matokeo ya utafiti yametoa miongozo ya utatuaji wa zana za kufundishia fasihi andishi ya Kiswahili kupitia TEHAMA katika shule za sekondari wilayani Nyagatare nchini Rwanda. Miongozo hii unahusisha utumiaji wa projekta na slaidi, usimulizi wa kidijiti na mitandao ya kijamii. Mwisho, ili kukabiliana na changamoto za ufundishaji wa fasihi andishi ya Kiswahili kupitia TEHAMA, matokeo ya utafiti yamependekeza mbinu tofauti za ufundishaji wa fasihi andishi ya Kiswahili na kutilia mkazo kwenye maandalizi y Master's Dissertation

2024-10-01T00:00:00Z Nsabimana, Jean Marie Vianey https://dr.ur.ac.rw/handle/123456789/2890 2026-05-14T09:38:05Z 2024-10-01T00:00:00Z

Head teachers’ instructional leadership practices and students’ academic achievement in selected public lower secondary schools in Nyagatare district, Rwanda Nsabimana, Jean Marie Vianey The research was designed to investigate the impact of head teachers’ instructional leadership practices on students’ academic achievements in selected public lower secondary schools in Nyagatare district, Rwanda. According to Nyagatare Education Office,(2021),report high fail rate was observed in 2019(41.5%),while lowest fail rate was observed in 2021(35.2).Selected public lower secondary schools of Nyagatare district are not sufficient performance, and one of the root causes is connected to the school leaders who need to practice instructional leadership more effectively. The general objective of this research was to examine the impact of head teachers’ instructional leadership practices on students’ academic achievements in selected pub lic lower secondary schools in Nyagatare district, Rwanda.Specific goals are (i)to find out in structional leadership practices of head teachers in the selected public lower secondary schools in Nyagatare district, (ii) to establish the relationship between head teachers’ instructional leader ship practices and students’ academic achievement in the selected public lower secondary schools in Nyagatare district, (iii) to find out challenges head teachers face while applying prac tices for instructive leadership in the selected public lower secondary schools in Nyagatare dis trict. In this study 21 head teachers and 56 teachers were selected as informants. This research used the following instruments: questionnaires and interviews. After collecting data the research analyzed data in quantitative and qualitative. The findings were organized around the research objectives. As reported by head teachers instructional leadership practices are hindered by multi ple challenges including high work load, insufficient school infrastructures and so on. Indeed the majority of teachers (52%) denoted that it is rarely for head teachers to manage instructional programs [supervising and evaluating teaching, coordinating the curriculum and monitoring stu dents’ progress], promoting a positive school learning climate [controlling teaching time, en courage professional development, maintaining visibility and providing incentives for both teachers and students], and 41% of teachers agreed that head teachers are sometimes defining school academic goals[framing and communicating school academic goals].In conclusion, it is imperative to sensitize educational practitioners about instructional leadership practices as posi tive support mechanism in order to raise pupils academic achievements in the selected public lower secondary schools of Nyagatare district. Master's Dissertation

2024-10-01T00:00:00Z Imanaturikumwe, Victor https://dr.ur.ac.rw/handle/123456789/2889 2026-05-14T09:36:08Z 2024-10-01T00:00:00Z

Influence of classroom management strategies on the performance of students with autism spectrum disorder. a case study of HVP Gatagara/gikondo Imanaturikumwe, Victor The research titled " Influence of Classroom Management Strategies on The Performance of Students with Autism Spectrum Disorder. A Case Study of HVP Gatagara /Gikondo " is driven by the underperformance of students with Autism Spectrum Disorder (ASD). This underperformance signifies an insufficient application of modern teaching methodologies, among other factors. To accomplish the general objective, the study (1) identified effective classroom management strategies tailored for students with ASD, (2) assessed the academic performance and behavioral outcomes of students with ASD as influenced by these classroom management strategies and (3) investigated the relationship between classroom management strategies and the academic performance of students with ASD at HVP Gatagara /Gikondo. The research population comprised 29 respondents including 26 teachers, Head Teacher, the Deputy Director of studies and the Resource Room Manager. Data collection involved the utilization of questionnaires, interview guides and direct classroom observation guides. The collected data were analyzed and interpreted using both qualitative and quantitative approaches. The findings of the study reveal that classroom management strategies such as rules implementation, praise and reward systems and delegation of authority and student supervision are implemented. However, observation findings indicate that these strategies are not effectively implemented. Also, the findings evidenced that about classroom management affects behavioral outcomes of students with ASD implemented. Additionally, the findings show that students with ASD do not perform as expected due to the ineffective classroom management strategies, as evidenced by a Pearson Correlation Coefficient (r) of .798**, indicating a strong correlation. The research concludes by emphasizing that effective classroom management strategies should be utilized to improve the academic performance of students with ASD at HVP Gatagara/Gikondo. Master's Dissertation

2024-10-01T00:00:00Z Mutuyimana, Vedaste https://dr.ur.ac.rw/handle/123456789/2886 2026-05-14T09:23:17Z 2024-04-01T00:00:00Z

Importance of special educational needs assessment on academic achievement of slow learners in seven lower secondary day schools, Kamonyi district-Rwanda Mutuyimana, Vedaste This is a descriptive survey research design which aimed at examining the Importance of Special educational needs assessment on academic achievement of slow learners in lower secondary day schools, in Kamonyi district - Rwanda. The sample size purposively included 4 sector education inspectors, 28 slows learners and their parents, 36 teachers and 7 headteachers from 7 secondary day schools within the four sampled sectors of Kamonyi District. Data were collected from the field by use of questionnaires and interview guide. Quantitative data were analysed using descriptive statistics including frequencies, percentages, mean and standard deviations and statistics were generated using excel software while qualitative data were analysed through content and narrative analysis. The reliability and validity of the research instruments were ensured through a pilot study in two secondary day schools which later not included in the study. To enhance validity of the research instruments, experts including supervisors facilitated the researcher to proofread and adjust the research instruments. The research findings showed that most of the teachers in secondary day schools do not have adequate knowledge and skills required to identify all learning needs and talents of slow learners for the provision of adequate educational provisions as it is thus they mostly refer to their daily observations of students’behaviours, learning performance results in different subjects through different academic tests and parents’ opinions about learning progress of their children. The findings also indicated that some parents deny their responsibilities either as result of internal family conflict, low educational background of parents and lack of effective communication between parents and schools about existing learning gap throughout their children’s studies. This research showed that most of the teachers neither have information on how to prepare individual education plan to cater for individual learning needs of slow learners nor have adequate knowledge and skills to plan and provide appropriate special educational provisions for slow learners The findings also showed that the lack of clear national policy guidelines regarding the planning, implementing as well as monitoring and evaluation of SEN assessment practice in different education levels is the big challenge for schools to carry out a standard SEN assessment for students with special educational needs. Master's Dissertation

2024-04-01T00:00:00Z