Faculty of Education (FEDU)

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    Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
    (Kabale University, 2015) Anastase, Mvuyekure
    This study examined the contribution of distance learning to the quality of teacher education in Rwanda and was conducted to establish whether the teachers' experiences and qualifications, acquired through the distance learning program, adequately led to quality education. The study was guided by three objectives: namely, to investigate the effect of distance learning on the teaching-learning process; to examine the academic relevance of resources used in the distance learning program in Rwanda; and to evaluate whether the graduates from the distance learning program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient education. Concerning the sample and methods used in this study, the simple random sample technique, Questionnaires, interviews, and a documentary study were used. A simple random sample was used to enable each and every individual or case in the entire population to have an equal opportunity to be selected for analysis. Distance Learning Program; intake two, which started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that the students were still following the program and were familiar with it based on the time they had already covered. All of these make them good sources of information about the program. Besides the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali Institute of Education who were appointed to take part in the training, and the head teachers whose teachers are following the program were also involved. In accordance with the number of respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58 respondents. As far as the data collection instruments are concerned, questionnaires were chosen because they are easy to administer and save time. Two types of questions were used: closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of leading questions that required answers like "strongly agree" or "strongly disagree" were also used to get an opinion from the respondents in limited words. Concerning open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers.
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    Performance of Secondary Schools in Rukungiri District
    (Kabale University, 2015) Alphonse, Byamukama
    The study examined the performance of secondary schools in Rukungiri District. The research was carried out in the district using a cross-sectional study design that included eight secondary schools founded by the government and the church from four sub-counties: Nyakagyeme, Rukungiri municipality, Kebisoni, and Nyarushanje, with each sub-county providing two schools. The researcher discovered a number of factors related to school discipline, climate, and quality of students as having a considerable effect on students' academic performance at UCE. Lack of motivation by teachers and students, delayed fee payment and remittance of teachers' due allowances, inadequate teaching materials, limited strategies to improve academic performance by school authorities, and students' level of discipline were said to be some of the main reasons why schools performed averagely and poorly at UCE. It recommended improved welfare for teachers in order to attract and retain experienced and qualified teachers in respective schools; commitment by the schools' administration to improve academic performance at both local and national level examinations; students' involvement and participation to improve their own academic performance; and admission of students with good grades in senior one and upper level, especially candidate classes, as a way of reducing the number of failures at UCE.
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    Impact of Teachers’ Qualification on Effective Teaching and Learning of Senior Four History Class in Kajara County Ntungamo District
    (Kabale University, 2022) Mugoya, Peter
    The study examined how teachers’ qualification impact effective teaching and learning of history to senior four students in Kajara County, Ntungamo District.The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection. Interviews, Focus Group Discussions, Documentary analysis and Questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County – Ntungamo District. A sample size of 251 was used. Quantitative data was analyzed with help of statistical package for social sciences (SPSS) while qualitative data was analyzed using content analysis. The major findings revealed that teachers’ use of communication skills facilitates effective teaching and learning of history to senior four students. It was found out that history teachers in the study area are audible, there is effective teacher-student rapport and improved student presentation skills as a result of effective teacher communication. Students attested that teachers’ communication skills have created positive attitude towards learning. Further, it was revealed that teacher’s use of explanation skills facilitates effective teaching and learning of history. Studies showed that teachers have clear history instructions and involve learners in history lesson activities. The study further revealed that teacher’s use of writing skills facilitates effective teaching and learning of history to senior four students. The study established that history teachers normally write to guide students in response to students’ feedback in a simple and clear language. The study concluded that teachers’ qualification has negligible influence on effective teaching and learning of history. Government and other stakeholders should come up with Continuous Teacher Development Programs to raise teachers’ professionalism to patch up the gaps in the teaching of history to senior four students.
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    Teacher Rewards and their Performance: A Case Study of Selected Secondary Schools in Southern Division, Kabale Municipality
    (Kabale University, 2021) Agnes, Nyinamasiko
    This study aimed at establishing the influence of teachers’ rewards to job performance. The study was conducted in selected secondary schools in Southern Division of Kabale Municipality. The study used a cross sectional research design to generate data from 70 participants. The data collection methods used were questionnaire and interview guide. The study revealed that the reward practices (such as financial rewards and non -financial rewards) used in the selected secondary schools enhance staff participation and job performance. The worth of financial benefits and emoluments on teacher performance in secondary section were positive. Gifts allow schools to employ, retain and motivate competent teachers, rewards fulfill the expectations and aspirations of the teachers. Better reward for instructors were linked to good test scores for students. Rewarding teachers is a way of augmenting education outcomes in schools. Further, when properly paid, teachers are able to improve the test scores, it attracts and retain better teachers. Additionally, the study found out that non-monetary benefits al so have some posi t ive cont r ibut ions to improving teacher efficiency and effectiveness in secondary schools. Finally, the study recommends the revamping of the present in-service teacher training and development process. This is to provide opportunity for teachers to continuously retrain and retool their pedagogical methods so as to align them with the 21st study century skills .
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    Staff Training Programmes and Teachers’ Job Performance in Selected Secondary Schools of Kanungu Town Council, Kanungu District
    (Kabale University, 2022) Richard Bens, Agaba
    The study assessed the role of staff training programmes on teachers’ job performance in selected secondary schools in Kanungu Town Council, Kanungu district. The study was guided by three objectives namely: To analyse staff training programmes geared towards teachers’ job performance employed by selected secondary schools of Kanungu Town Council; to examine the Teachers’ attitudes towards training among selected secondary schools of Kanungu Town Council; and, to find out the challenges that hinder the implementation of staff training programmes geared at improving teachers’ job performance in selected secondary schools of Kanungu Town Council. The study used a cross-sectional descriptive survey design with both quantitative and qualitative approaches of data collection and analysis. The study involved members of the District Education Office, Deputy Head Teachers, Directors of Studies, Head Teachers, Parents on Parents Teachers Association, Members of Board of Governors and teachers. A sample size of 173 was used. Questionnaires and interviews were used during data collection. Data was analysed using statistical package for social scientists’ (SPSS) version 20.0 later presented in tables, pie-charts, and graphs. The study findings indicated that the staff training programmes used in the schools included induction, seminars and workshops, UNEB Training of examiners about the basic requirements of UNEB as related to setting standard question papers and marking. This helped teachers to acquire basic skills and experiences in being efficient and guiding their students with best practices on question-and-answer approaches for greater academic performance. This study revealed that Teachers’ attitudes towards their performance in that positive perception on training programmes enhances the acceptability of the programme, and by extension, teacher performance. When training programmes lead to teachers’ new knowledge and skills, and result in promotions, then teachers have a positive perception of the training programmes. The study findings on whether there were any challenges that hindered the implementation of staff training programmes geared at improving teachers’ job performance included limited funds, teachers’ attitude towards training, resistance to change by teachers and lack of time by teachers due to work schedules and the affect teachers’ participation in training and their performance. The study recommended regular inspection related to staff training, facilitation of teachers by schools for staff training programmes, time allocation for staff training programmes on work plans, strengthening career development desk and bigger budget allocation for staff training.