Accessing the Use of Instructional Materials on the Learner’s Academic Performance in Mathematics: A Case of Selected Ordinary Level Secondary Schools of Musanze District, Rwanda

Marie Claudine Uwitatse – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, College of Education.
Onesme Niyibizi – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, College of Education.
Védaste Mutarutinya – University of Rwanda, College of Education

Email: uwitatsem@gmail.com

Abstract: This study aimed to investigate the influence of instructional materials on students’ academic performance in mathematics. The use of instructional materials in teaching has been a subject of interest and debate in the education community, with proponents arguing that they enhance learning experiences and outcomes, while skeptics question their true efficacy. This research seeks to provide empirical evidence on the topic by examining the use of instructional materials on students’ academic performance in mathematics. The study employed a descriptive research approach, quantitative data collection and analysis method. Quantitative data was gathered through survey questionnaires to measure the availability and the use of instructional materials on the learners’ academic performance in mathematics. The study was conducted in four selected schools, encompassing various ordinal levels to ensure a comprehensive understanding of the topic. The population of the study was 1313 students and 10 mathematics teachers, totaling 1323 participants from four sample schools selected purposively. The sample of 328 students was selected randomly in line with the census survey method and a whole 10 mathematics teachers took part. The findings showed that the instructional materials are available and their use improved the academic performance of students in mathematics. Therefore, the findings had the potential to inform educational practices and policies, helping educators make informed decisions about the integration of instructional materials into their teaching methods.