Effect of Chemistry Teacher’s Commitment on Public Secondary School Student Performance in Chemistry Subject in Nyagatare District, Rwanda

Epiphanie Murekatete, Irénée Ndayambaje & Ezechiel Nsabayezu
African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Rukara Campus, Kayonza, Rwanda
Email: epitete4u@gmail.com

Abstract: Teachers are the key actors in guaranteeing effective teaching and learning processes. The data from the national examinations have shown that students ‘performance in Chemistry has been generally poor and this has been observed in five selected schools that have a science combination where chemistry is a major subject in the Nyagatare district. The purpose of this study was to determine how chemistry teacher commitment influences student performance in chemistry in selected public secondary schools in Nyagatare District. Descriptive survey research design was used. Data were collected using questionnaires, focus group discussions, lesson observation forms, and interviews. The study targeted 21 teachers, 5 Heads of the school and 142 students. Yamane formula was applied to determine the sample size of the students and the selection of teachers and headteachers was done using purposive sampling. We analyzed the information by using an excel sheet and findings were reported using frequency tables and percentages to enable easy interpretation. Qualitative data were analyzed thematically and reported in narrative form. The findings of this study indicate that teacher’s commitment leads to good student performance and the more a teacher is committed and engaged the more students learn from him /her new knowledge. A good teacher should be committed in order to achieve the intended objective. This will produce a good performance in his /her respective lesson. The study recommends that stakeholders get involved in working on strategies to motivate the teacher, including organizing workshops and seminars where teachers can appraise their knowledge and skills.