Perception of Teachers and Students on the Use of Smart Classroom in Teaching and Learning Mathematics for Rwandan Secondary Schools in Nyarugenge District

Bosco Mudaheranwa & Celestin Ntivuguruzwa
University of Rwanda College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Email: jbmudaheranwa@gmail.com

Abstract: This study assessed the perception of teachers and students on the use of smart classroom in teaching and learning Mathematics for Rwandan secondary schools in Nyarugenge district, with a population 286 students and 12 teachers. As a descriptive, qualitative and quantitative research, its objectives were to assess the perceived usefulness on the use of smart classroom, to assess the challenges affecting the use of the smart classroom and to explore essential Smart Classroom Tools used in teaching and learning. The impetus for this research is driven by the global trend towards digital education and the necessity to assess its effectiveness in varied educational settings. By focusing on Nyarugenge District, this study seeks to provide valuable insights that can guide policymakers, educators, and stakeholders in making informed decisions about the implementation and optimization of smart classroom technologies in Rwandan secondary schools. The findings of this research will contribute to the broader discourse on educational technology, offering evidence-based recommendations for enhancing teaching and learning practices Mathematics. Teachers and students said that ICT tools and online resources stimulate the learners’ interest and engagement and help learners to learn more various skills. Smart classrooms increase concentration in learning, facilitate teachers and learners to get easily the content of the lesson and academic resources. Students disagree that they use computers to do group exercises and assignments, they do not use various educational software and search for supplementary reading and learning materials.