Attributes of the teachers and pupil’s academic performance in selected schools of Gasabo and Nyamagabe districts of Rwanda
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Date
2011-09
Authors
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Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
This study sought to test the null hypothesis of no significant difference on the academic performance of pupils between urban and rural primary schools. The study also attempted to generate new knowledge from the existing body of information and to validate the theory on which this study was based. Using a descriptive correlation research design and documentary analysis, data obtained from 430 teachers in 19 rural schools and 11 urban schools were analyzed using simple percentage and comparison of mean and standard deviation. It was found that pupils perform better in urban primary schools than in rural primary schools (Mean: 1044.45, SD: 5.83 in urban primary schools; against Mean: 417.36, SD: 3.61 in rural primary schools based on PLE and Mean: 216.18, SD: 5.58 in urban primary schools; against Mean: 71.10, SD: 3.21 in rural primary schools based on End of Year Examination). This difference in performance resulted from some teachers attributes such as qualification and salary, and from school location and family socio-economic status. The researcher Recommends that an effective system of continuous professional development should be created; increment of primary school teachers’ salary should be envisaged, parents and guardians should be more involved in their children’s education; Parent-Teacher Associations (PTA) should be strengthened; and the Government should put more efforts in providing rural schools with learning resources and facilities.
Description
A thesis presented to the school of postgraduate studies and research Kampala International University
Kampala, Uganda in partial fulfillment for the requirement for the Degree Master of Educational Management and Administration
Keywords
Attributes, Teachers and pupil’s, Academic performance, Rwanda