The Influence of Learner Support on Performance in Mathematics’ Modules of Open Distance and e-Learning (ODEL) for in – Service Secondary School Teachers at University of Rwanda, College of Education

Habumuremyi Alphonse, Nzabalirwa Wenceslas, Nduwingoma Mathias
University of Rwanda, College of Education, African Center of Excellence for Innovative Teaching and
Learning Mathematics and Science
Email: habumuremyialpha@gmail.com/ wnzabalirwa@gmail.com/ mnduwingoma2001@gmail.com

Abstract: The present study argues that there is a great relationship between the learning support and the performance of mathematics of ODeL level one students. The findings of this study were drawn from a large study aimed at examining the influence of learners support on performance in mathematics’ modules of open distance and e-learning (ODeL) for in – service secondary school teachers with a case study of University of Rwanda-College of Education level one mathematics ODeL students 2021-2022. This study investigated the lecturers’ perception towards the learning support; the extent to which ODeL instructional materials contribute to the performance and examination of the relationship between learning support and the performance of mathematics of ODeL students. The study was carried out based on the gap found in literature review where others have been script on ODeL but not on specific topic of mathematics. Through questionnaire, quantitative data were collected from 40 respondents using mixed approach and analyzed using Statistical Package of Social Sciences (SPSS) for descriptive and inferential statistics. The findings revealed that there is a significant relationship between learning support and the performance of mathematics modules. This study, therefore, recommends the provision of ICT tools to ODeL students, put more efforts in using technology as ODeL students, cooperate each other as ODeL students and choose the options related to their background.