THE RELATIONSHIP BETWEEN SCHOOL INFRASTRUCTURE AND STUDENTS ACADEMIC PERFORMANCE IN TWELVE YEARS BASIC EDUCATION IN GASABO DISTRICT- RWANDA
UWIMANA ISHIMWE Assoumpta
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This study aimed at investigating the relationship between school infrastructure and students’ academic performance in twelve years’ basic education in Rwanda. It took place in Gasabo district, Kigali city, Rwanda. It was guided by three specific objectives: to identify the availability of school infrastructure in 12YBE, to examine the level of students’ academic performance due to the availability of school infrastructures in 12YBE in Gasabo district, to establish the relationship between school infrastructure and students’ academic performance in 12YBE in Gasabo district in Rwanda. Correlational research design was employed. The study population was 400 people including headteachers, deputy headteachers in charges of study, teachers, parents and students. The Slovin’s formula was used to select 200 respondents as sample size for the study. Questionnaire, guided interview and document review schedules were used as data collection instruments. Descriptive statistics were used to analyze quantitative data, thematic approach to analyze qualitative data, Karl Pearson product moment correlational coefficient was used to establish relationship between variables. Tables, graphs and textual model were used to present analyzed data. Statistical Package for the Social Sciences (SPSS) 21st version was used assisting software. Findings of this this study will be helpful to MINEDUC, various educational stakeholders to elaborate the adequate school infrastructures that can promote the students’ academic performance. It will also be helpful to school leaders, teachers and parents whose students in 12YBE to identify the ways through which school infrastructure can contribute to students’ academic performance. The researcher found that 81% for students, 82.5% for teachers and 48% for deputies in charge of study disagreed on the availability of school infrastructures in 12YBE in Gasabo district such as well completed classrooms, well equipped libraries and laboratories, adequate playgrounds and school sanitation. It was also perceived by 69.3% for students, 79.4% for teachers and 70% for deputies in charge of studies in which they disagreed the improved students’ academic performance like students’ grades and scores in class assignment as well as class participation and students’ termly scores due to the availability of school infrastructures in 12YBE in Gasabo district. The researcher also found that there was a significant low positive correlation between school infrastructures and students’ academic performance in 12YBE in Rwanda as it was proved by Karl Pearson coefficient of correlation (r) was +0.275 between availability of school infrastructures and improved students’ grade, +0.201 between availability of sanitation facilities and improved class participation, +0.408 between well prepared classrooms and students grades and +0.480 between well prepared classroom and students exam results and also there was high degree of positive correlation as it was also proved by Karl Pearson coefficient of correlation (r) which was +0.763 between well prepared classrooms and students exam results and +0.660 between well prepared classrooms and students grade. It was recommended that educational planners should make effective set up which could enhance 12YBE to be equipped. MINEDUC should provide regular financial support needed to allocate the infrastructures in schools and focus on regular maintenance. The school head teachers should make effective management of the allocated school infrastructures and address their related issues. Parents school also have their participation in the development of school infrastructures. The study suggested that the same study can be conducted in public boarding secondary school to find out the influence of school infrastructures on students’ academic performance in in public boarding secondary schools in Rwanda so as to come with comparative analysis.
- School of Education