The Influence of School Factors on Students’ Mathematics Performance in Gicumbi District, Rwanda

Ephrem Shaban Mbarute and Celestin Ntivuguruzwa
University of Rwanda College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Email:mbaruteephremshaban@gmail.com

Abstract: This study set out to investigate school factors that influence students’ academic performance in Gicumbi schools. This study aimed to determine how Continuing Professional Development (CPD, library use, group discussions, parental support, exercises, assessments, corrections and feedback affect academic performance in mathematics in Gicumbi District. Study sample included 6 teachers, 6 deputy head teachers in charge of studies and 120 students. This study used quantitative approaches and descriptive statistics to learn more about the learning and teaching environments at the school. School resources, school discipline, study habits, health status, parental support, teacher math education competency, mathematics teacher professional development, absenteeism, use of the school library, more exercises, end-unit assessment and feedback were the factors influencing student performance.