TEACHERS’ SKILLS AND STUDENTS’ PERFORMANCE IN O’ LEVEL

NATIONAL EXAMINATIONS

CASE STUDY OF KICUKIRO DISTRICT, RWANDA

MACUMU Valens

MED/2014/62626

A Research Project Submitted in Partial Fulfillment of the Requirement for the Award of

Degree of Master of Education (Planning, Management, and Administration option) of

Mount Kenya University

FEBRUARY 2016 DECLARATION

This research study is my original work and has not been presented for a degree in any other

University or for any other award.

Student Name: Valens MACUMU

Sign ______Date ______

I conform that the work reported in this research was carried out by the candidate under my supervision

Supervisor

Name: DR.NTAKIYIMANA Jean Félix Aimable-Ph.D

Sign ______Date ______

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DEDICATION

To my brothers Christophe DUSENGIMANA and John HARERIMANA and my sisters Rosine

MUKAMANA and Fortune MUKESHIMANA for their continuous prayers and inspirations, this research is dedicated.

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ACKNOWLEDGEMENT

This current work is a result of combined efforts from different persons .I would like to thank the people who in many ways contributed to this piece of work. I am particularly indebted to my supervisor Dr. Jean Félix Aimable NTAKIYIMANA, for his patience, his inspiration and encouragement during this research. I admired the way in which he explained very difficult concepts in very simple ways. I am also indebted to all lecturers of Mount Kenya University of school of education, especially who teach at Master‘s level who all played an active role in my studies. My thanks are also addressed to my classmates to their support and advices they provided to me during my studies.

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ABSTRACT

This study is entitled teachers‘ skills and students‘ performance in O‘ level national examinations (case study of Kicukiro District) .The general objective of this study was to examine the relationship between the teachers' skills and the students' performance in O‘ level national examinations, in Kicukiro district. The study was guided by the three following specific objectives, to find out the skills of teachers in secondary schools in Kicukiro District, to assess the level of performance of students in Kicukiro district in O‘level national examination and to establish the relationship between teachers‘ skills and performance of students in Kicukiro district. The findings from this study will be useful: To Rwanda secondary school managers, the findings of the study will help them establish how to enhance quality in their education. To education planners, the study findings will help them find out how school teachers play an important role in the teaching/learning process and hence to pupils' performance. To the government of Rwanda and other policy makers, as recommendation, the study findings will provide information to the quality of education and will also reveal to them that the quality is not only closed to the teachers educational level. The study was descriptive research of survey type which involved strictly on the comparative analysis of students‘ performance based on teacher‘s skills. The study used a case study and correlation research designs where by all schools were involved in the study. Therefore, the sample size was 26 head teacher from 26 schools. Data were collected using two main techniques questionnaires, and document analysis, and presented in tables and diagrams. SPSS (statistical packages for social sciences, vision 16.0) was used to analyze and interpret the data. In addition, the Pearson product moment correlation was used to establish the nature of relationship between variables. The findings of the study revealed that there is a positive relationship between teachers‘ skills in terms of formal education and students‘ performance in national examination and there is a significant relationship between teaching experience and students‘ performance. But there is no positive relationship between other independent variables and students‘ performance in national examination. From the findings, the researcher concluded that teacher‘s skills in terms of formal education and teaching experience influence the performance of students in O‘ level national examination in Kicukiro district. On the basis of conclusion, the research recommended that the government of Rwanda should invest much in quality of teachers.

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TABLE OF CONTENTS

DECLARATION ...... ii

DEDICATION ...... iii

ACKNOWLEDGEMENT ...... iv

ABSTRACT ...... v

LIST OF TABLES ...... x

LIST OF FIGURES ...... xi

LIST OF ACRONYMS AND ABBREVIATIONS ...... xii

DEFINITIONS OF KEY TERMS ...... xiii

CHAPTER ONE: INTRODUCTION ...... 1

1.0. Introduction ...... 1

1.1 .Background to the study ...... 1

1.2. Problem Statement ...... 2

1.3. Objectives of the study ...... 2

1.3.1. General objective ...... 2

1.3.2. Specific objectives ...... 2

1.4. Research Questions ...... 3

1.5. Significance of the Study ...... 3

1.6. Limitations of the Study ...... 4

1.7. Scope of the Study ...... 4

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1.8. Organization of the Study ...... 4

CHAPTER TWO: REVIEW OF RELATED LITERATURE...... 5

2.0. Introduction ...... 5

2.1. Theoretical Literature ...... 5

2.2. Empirical Literature ...... 6

2.2.1. Teacher skills and academic performance ...... 6

2.3. Critical review and Research gap identification ...... 11

2.4 Theoretical framework ...... 11

2.5. Conceptual framework ...... 12

2.6. Summary ...... 14

CHAPTER THREE: RESEARCH METHODOLOGY ...... 15

3.0. Introduction ...... 15

3.1. Research Design ...... 15

3.2. Target Population ...... 15

3.3. Sample Design ...... 16

3.3.1. Sample Size ...... 16

3.3.2. Sampling Techniques ...... 16

3.4. Data Collection Technique ...... 17

3.4.1 Data collection instruments ...... 17

3.4.2. Administration of data collection instruments ...... 18

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3.4.3 Reliability and Validity...... 18

3.5. Data analysis methods ...... 19

3.6. Ethical considerations ...... 20

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION ...... 21

4.0 Introduction ...... 21

4.1 Demographic Characteristics of Respondents ...... 21

4.2 Skills of teachers ...... 23

4.2.1 Formal qualification for teachers in Kicukiro district ...... 23

4.2.2 Evaluation of the experience of teachers in Kicukiro district ...... 25

4.2.3 Professional training of teachers in their subject of teaching ...... 26

4.2.4 Pedagogical studies for teachers ...... 27

4.3 Evaluation of performance of students in O’ Level in Kicukiro district,2012, 2013,

2014...... 29

4.4 Relationship between skills of teachers and performance of students ...... 33

CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS ...... 37

5.0. Introduction ...... 37

5.1 Summary of Study Findings ...... 37

5.1.1 Objective One ...... 38

5.1.2 Objective Two...... 38

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5.1. 3 Objective Three ...... 39

5.2 Conclusions ...... 39

5.3 Recommendations ...... 40

5.4 Suggestions for Further Research ...... 40

REFERENCES ...... 41

APPENDICES ...... i

APPENDIX I. REQUEST FOR CONDUCT EDUCATIONAL RESEARCH,

KICUKIRO DISTRICT ...... ii

APPENDIX II: RESEARCH AUTHORIZATION ...... iii

APPENDIX III: PERMISSION TO CARRY OUT DATA COLLECTION ... iv

APPENDIX .IV. QUESTIONNAIRE TO HEAD TEACHERS ...... v

APPENDIX V: THE SCORE FOR RESULTS IN O LEVEL NATIONAL

EXAM IN KICUKIRO DISTRICT (2012) ...... x

APPENDIX VI .THE SCORE FOR RESULTS IN O LEVEL NATIONAL

EXAM IN KICUKIRO DISTRICT (2013) ...... xi

APPENDIX VII .THE SCORE FOR RESULTS IN O LEVEL NATIONAL

EXAM IN KICUKIRO DISTRICT (2014) ...... xii

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LIST OF TABLES

Table 3 . 1 sample size determination for head teachers ...... 16

Table 4. 1: Demographic characteristics of respondents ...... 22

Table 4. 2Formal qualification of teachers in Kicukiro district ...... 23

Table 4. 3:Experience of teachers in teaching profession in Kicukiro district ...... 25

Table 4. 4: Professional training of teachers in their subject of teaching in Kicukiro district...... 27

Table 4. 5: Pedagogical studies of teachers ...... 28

Table 4. 6: Performance of students in O‘ Level National Examination ...... 32

Table 4. 7: Correlation between formal education and performance of students ...... 33

Table 4. 8: Correlation between teaching experience and performance of students ...... 34

Table 4. 9: Correlation between professional training and performance of students ...... 35

Table 4. 10:Correlation between pedagogical studies for teachers and performance of students. 36

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LIST OF FIGURES

Figure 2.1.Teachers‘ skills affect students‘ academic performance ...... 13

xi

LIST OF ACRONYMS AND ABBREVIATIONS

B.Sc: bachelor of Science

DOS: Director of studies

Dr: doctor

E.S: Ecole secondaire

G.S: Groupe scolaire

MINECOFIN: Ministry of Finance and Economic Planning

MOE: Ministry of Education

O’LEVEL: ordinary level

RNEC: Rwanda National Examination Council

U: unclassified

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DEFINITIONS OF KEY TERMS

Academic performance: Students‘ academic performances refers to the national examination scores, students‘ grades, and success rates, the number of students passing national examination, and obtain secondary certificates and scholarship for further studies, in higher learning institutions.

National examination: is an annual event also a gate for students who are in the final year of primary level, ordinary level, and advanced secondary level to go to the next stage of class.

Qualification: the capacity, knowledge, or skill that matches or suits an occasion, or makes someone eligible for a duty, office, position, privilege. Qualified teachers are all secondary school teachers who hold diploma in education in the subjects that they teach in ordinary level, and bachelors‘ degree or postgraduate diploma in education in the subjects that they teach.

Skill: an ability to do something well, especially because you have learned and practiced it.

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CHAPTER ONE: INTRODUCTION

1.0. Introduction

This chapter consists of the background of the study, Problem statement, Purpose of the Study, objectives of the study, research questions, scope of the study, significant of the study, limitations of the study, related to the teacher‘ skills and the students‘ performance in national examinations.

1.1 .Background to the study Education is the primary agent of transformation towards sustainable development. It increases people's capacities to transform their visions for society into reality. All countries strive for quality education for their sustainable development.The quality of education of a nation could be determined by the quality of its teachers.

The government of Rwanda, like any other African country, considers education as a fundamental human right and an essential means to ensure that all Rwandans realize their full potentials. It places special emphasis on basic education as a priority area within the Poverty

Reduction Strategy Papers (PRSP) because of the strong correlation between education and improved economic opportunities, better life and fewer children (family planning), especially for girls, MINECOFIN (2005).

The government of Rwanda cannot achieve the excellent performance of students in national exams by basing only on factors such as individual and family background variables, and measures of school inputs such as class size, teacher experience, and expenditures per pupil, so the teachers‘ skills play a great role. According to Darling-Hammond (2000) and Marzano

(2007), Education researches show that an effective teacher is the single most important factor of student learning.

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In Rwanda, the students after completing three years of junior secondary school undergo a national examination prepared by national examination council (NEC). After the examination results, the government selects the best performer to be admitted in Public Boarding Schools

(PBS) and the rests continue the ordinary level in twelve years basic education. After three years of senior secondary school the students from the public boarding schools and that from twelve years basic education sit the national examination and after a while the results are released and the students continue for higher studies in different fields. Considering the results of national examination of recent years the differences in performance is noticeable. This became an issue concern to the researcher and it prompted a research on the relationship between the teachers‘ skills and the students‘ performance in national examinations, the case study of Kicukiro

District, Rwanda.

1.2. Problem Statement Since the creation of the RNEC, there are the differences in Rwandan secondary schools‘ performance. Since almost all secondary schools of Rwanda follow the same curriculum set by the MOE, and then could the reason why people think of the teachers‘ skills. While a number of factors account for the varied academic performance of pupils in secondary schools, the skills of teachers seem to play a key role. Hence the need for this study to determine the relationship between the teachers‘ skills and the students‘ performance in national examination, the case study of Kicukiro, Rwanda.

1.3. Objectives of the study 1.3.1. General objective This study aimed at establishing the relationship between the teachers' skills and the students' performance in o‘ level national examinations.

1.3.2. Specific objectives The study was guided by the following objectives

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i. To find out the skills of teachers in secondary schools in Kicukiro District.

ii. To assess the level of performance of students in O‘ level national

examination in Kicukiro district

iii. To establish the relationship between teachers‘ skills and students‘

performance in O‘ level national examinations.

1.4. Research Questions The research provided the answers to the following research questions:

i. What are the skills of teachers in secondary schools in Kicukiro District?

ii. What is the level of performance of students in O‘ level national examination

in Kicukiro district?

iii. What is the relationship between teachers skills and students performance in

O‘ level national examination in Kicukiro district?

1.5. Significance of the Study The findings from this study will be useful: To Rwanda secondary school managers, the findings of the study will help them establish how to enhance quality in their education. To education planners, the study findings will help them find out how school teachers play an important role in the teaching/learning process and hence to pupils' performance. To parents and/or guardians, the study findings will guide them in identifying the level of teachers to their children in each and every school. To the government of Rwanda and other policy makers, the study findings will provide information to the quality of education and will also reveal to them that the quality is not only closed to the teachers educational level.

By choosing this study, the researcher believed that by going through the literature, the empirical research reading, and by going through all research steps and process, personal understanding of the topic will be high, researcher‘s research skills will be developed, and empowered for the

3 future field research.

As the findings or the dissertation will be put in different libraries, it will benefit other researchers who would like to use it.

1.6. Limitations of the Study The study dealt only with the teachers‘ skills and its effect on students‘ performance in O‘ level national examinations, the case study of Kicukiro district. In view of the small size of the sample and sub-samples used, the findings of this study therefore will have the very limited generalisability. The researcher insured the participants not to reveal personal information. In formulating the steps progress of this study development, some educational planners & managers had left their educational responsibilities, and then the new comers should make intervention of new related strategies.

1.7. Scope of the Study Geographically, the study was carried out in KICUKIRO District, one of the three districts

(GASABO, KICUKIRO, NYARUGENGE) making up Kigali City, the capital city of

RWANDA. In content terms, the study described the link between the teachers‘ skills and the students‘ performance in o‘ level national examinations, the period of 2012, 2013, and 2014.

1.8. Organization of the Study The present study is made up of five chapters, the first chapter concerns of background to the study, statement of the problem, objectives of the study, research hypotheses, scope of the study, significance of the study, limitations of the study, and then after the definitions of key terms. The second chapter is the literature review; it reviewed the past studies related to the topic from global perspective to a local situation. The chapter three is the research methodology. The chapter four is the data presentation and analysis, and the fifth one is the summary, conclusion and recommendation.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0. Introduction

This chapter embraces the ideas of previous writers on the theoretical framework, conceptual framework, summary of gaps and related literature to concept of teachers‘ skills and students‘ academic performance in national examinations.

2.1. Theoretical Literature According to Abe and Adu (2013), the most important factor in improving students‘ achievement in all subjects is by employing seasoned qualified teachers in all schools. Okuruwa (1999) found that, policy investment on quality of teachers is related to improvement in students‘ performance.

Specifically, the measurement of teacher‘s preparation and certification are correlates of students‘ achievement in science and mathematics. It is further reported that, teacher‘s characteristics such as certification status and degree in area of specialization are very significant and positively correlated with students learning outcomes in science and mathematics as well as other courses. This report was in line with the findings of Salman (2009).

Abe and Adu (2013) and Wiki (2013) opined that, a teaching qualification or teacher qualification is one of a number of academic and professional degree that enables a person to become a registered teacher in primary or secondary school.

Thomas and Olugbenga (2012) revealed that students taught by teachers with higher skills performed better than those taught by teachers with lower qualifications. It was also showed that students performed better in physics when taught by professional teachers. Fakeye (2012), in the findings of his study showed that teachers‘ teaching qualification has a significant relative contribution to students‘ academic achievement in English language.

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Akinsolu (2010) showed teachers‘ skills, experience and teacher–student ratio were significantly related to students‘ academic performance. Ukiri and Ugborugbo (2009) in their research showed that effective teachers produced better performing students. Academic qualification, professional qualification, refresher courses or trainings and teacher experience are the important qualities of a teacher.

The qualities like academic qualifications and knowledge of the subject matter, competencies and skills, and the commitment of teacher have an impact on the teaching learning process.

2.2. Empirical Literature This part is about the literatures, or previous studies that relate or argue positively with your studies hypothesis and variables, based on scientific testing or practical experience, not on ideas.

2.2.1. Teacher skills and academic performance Nakpodia (2010) in his study about the success of every educational system, how it depends on the quality and quantity of its factors or production, human and material resources of all the factors, the human resource appears to be the most important because without human efforts, all other factors are useless.

This is why it is necessary to train and re-train the staff of any organization for better production.

He carried out this research in 278 public schools, consisting of 5,315 human resources in the state, out of which 3,904 are trained staff while 1411 are untrained staff. The sample used for this study is made of male and female human resources of the sampled schools in Delta State,

Nigeria.From the target population, a total of 56 schools, representing 20% of the total of 278 public schools, and 1,063 staff, representing 20% of the total of 5,315 human resources in the schools.

He concludes that the respondents agreed that the performance of human resources affect the students‘ academic performance, as most of the respondents believe that the trained staff is

6 dynamic in the use of teaching techniques while the untrained staff is stereotyped in the use of teaching technique. In addition to that, the respondents also strongly agreed that the special teaching tools of the trained staff are the teaching methods, as most of the respondents believe that teaching methods bridge the gap during teaching.

In view of the above, the researchers are of the view that the trained staff can use their abilities to influence students to performance while the untrained staff cannot, especially in the use of teaching techniques, methods and other teaching styles learnt as trained staff. In Rwanda education system has characterized by different changes in policies and reforms due to the political power, globalization, and vision 2020.So, those changes were challenged by the shortage of qualified teaching staff which led to the students‘ poor academic achievement in many schools and inefficiency of manpower trained in those schools.

This study reaches at this conclusion that the professional development of any education system is very useful and influential to the academic activities. The trained staff is enough equipped with all necessary updated skills to copy with changes due to technology, new instructional methods and apply special teaching tools and techniques to influence students‘ achievement. The teaching staff is required to upgrade and update skills and knowledge in order to improve their practices and students‘ results.

Agharuwhe and Ugborugbo (2009), in their study on determined the influence of teachers‘ classroom effectiveness on student‘s academic performance in public secondary schools in Delta

State, Nigeria. It was descriptive in nature and involved 979 teachers, made up of 450 males and

519 females, drawn from 72 out of the total of 361 public secondary schools in the State by stratified random sampling technique.

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Academic performance records of 50 students per teacher, which is 48,950 students‘ scores, were also used. Two questionnaires and a rating scale were used to collect data for the study. The study found that teachers who were rated as ineffective actually produced students of lower academic ability. Therefore, the secondary schools perform and score differently in both national and district examinations. The success rates differ from one school to another. The staff development and working conditions might be the reasons behind the noticeable failures in some schools.

Research on teacher effectiveness has progressed through three distinct stages, reflecting data availability and emerging empirical approaches. Initial studies relied on cross sectional data aggregated at the level of schools or even school districts (Hanushek, 1986). This approach related average school test scores to aggregate measures of teacher proficiency.

Hanushek (1986) showed that most explicit measures of teacher skills like experience and education had little effect on student achievement. In contrast, implicit measures of teacher quality (i.e., the average performance of individual teachers) differed significantly across teachers. These studies lacked controls for the prior achievement of students attending different groups of schools. If districts assigned teachers with stronger credentials to schools with better prepared students, then the estimated return to teacher credentials would be overstated.

A new round of studies focused on year-to-year improvements in student achievement.

These studies implicitly provided better controls for student background and preparation by isolating individual student improvements in achievement. They provided some evidence for differences in teacher skills affecting student achievement gains.

For example, Ferguson (1991) found that scores on the teacher licensing test in Texas which measures reading and writing skills as well as a limited body of professional knowledge—

8 accounted for 20-25 percent of the variation across districts in student average test scores, controlling for teachers‘ experience, student-teacher ratio, and percentage of teachers with master‘s degrees.

The researcher found no significant relationship between teacher‘s skills and students‘ performance. While Adeniji (1999) found out that teacher‘s qualification contributed minimally to the variance with students‘ cognitive achievement, and Bilesanmi and Okonwa (1999) found that teacher‘s experience was highly significant on students‘ academic achievement in mathematics.

Coonery (1990) opined that students do not understand mathematics when it is taught by an ineffective teacher. Izumi and Evess (2002) buttressed this by saying that teacher quality is the most important among other critical factors like quality curricula, funding, small class size and learning situation.

George (2004) attributed poor achievement of students in mathematics to teacher skills, inadequacy of materials as well as administrative factors. In teaching mathematics, Adesina

(1982) and Fafunwa (1985) opined that with an exception of holders of minimum of B.Sc in mathematics, many other teachers would be confronted with problem of teaching secondary school mathematics syllabus effectively.

Hence, Lussa (1985) argued that no one gives what he/she does not possess. He further said that no matter how good a course curriculum is, if we do not have well trained, qualified and motivated teachers, we may not achieve the desired goals.

According to Adieze (1986) non-qualified and non-professional teachers in teaching profession are killing the profession because they are not really teachers. He regarded them as ―bird‖ of

9 passage that create unnecessary vacuum whenever they see greener pasture and better prospect in the profession they are originally trained for work.

In terms of teaching experience the most of scholars showed that the relationship between teacher experience and students achievement receives considerable attention in the empirical literature with somewhat mixed results. Several researchers found that experience, especially during the first couple of years in the class, is positively associated with students achievement

(Rockoff,2004). Studies on the effect of teacher experience on student learning have found a positive relationship between teacher effectiveness and their year of experience, but not always a significant or an entirely linear one (the evidence currently available suggests that while unexperienced teachers are less effective than more senior teachers, the benefits of experience appear to level off after a few years (Kain, 2002).

In terms of professional development or trainings, several studies indicated that certain type of professional development contribute to teacher quality and student achievement. Specifically, professional development that sustained, aligned with the curriculum, and focused on instruction is shown to positively influence school level achievement ( Kannapel and clements, 2005).

In terms of pedagogical studies, studies have found somewhat stronger, and more consistently positive influence of education and pedagogical coursework on teacher effectiveness ( Wamack,

1993). Some studies compare the effect of courses in pedagogical subject matter to that of courses in the subject matter itself and present evidence in favor of the pedagogical subject matter courses.

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2.3. Critical review and Research gap identification After 1994, Rwanda education system has experienced a challenging situation which is low secondary students‘ academic performance that is linked to the loss of competent teachers died during the war and genocide. Avail the adequate teachers and relevant educational materials in schools was a problem. After the genocide, new reforms took place to cope with those challenges

(Ministry of Education, 2006).

According to Ministry of Education (2012), the national average of the students‘ performance in secondary schools in national examination between 2006 and 2010 was 60.8 % for ordinary level students, who are selected for joining senior four class, or advanced level, and 82.3% for advanced level secondary students who are qualified to obtain certificates of senior six achievements. The performance between those five year as shown by the Ministry of education was low.

The shortage of qualified teachers is a remarkable issue. It was reported that about 37.3% of secondary school teachers with A2 level certificate teach in the secondary schools (Ministry for

Public Service and Labor, 2009). This is an indication that all is not well with the quality of teachers that are recruited and trained to teach the secondary school level. This low performance should be linked to the teachers‘ skills. From the literature review, different studies were carried out in other areas not in Rwanda.

The study established the relationship between teachers‘ skills, and the secondary school students‘ performance in o‘ level national examinations in Kicukiro District.

2.4 Theoretical framework The theory adapted for this study is derived from the System‘s theory input-output model developed by Ludwig Von Bertalanffy in 1956. The theory, according to Koontz and Weihrich

(cited in Martha 2005) postulates that an organized enterprise does not exist in a vacuum; it is

11 dependent on its environment in which it is established. They add that the inputs from the environment are received by the organization, which then transforms them into outputs.

As adapted to this study, teachers are inputs, with different training programmes they are professionally developed through the process of teaching and learning and their output is seen through students‘ academic performance.

Thus the teachers as inputs has to be updated and upgraded in order to highly influence the teaching and learning process and to achieve the desired target which is the better students‘ academic performance.

In the line of System‘s theory input-output model, Yoon, Duncan, Lee, Scarloss, and Shapley

(2007) state that professional development affects student achievement through three steps. First, professional development enhances teacher‘s knowledge and skills. Second, better knowledge and skills improve classroom teaching.

Third, improved teaching practices raise students‘ performance. Therefore teachers‘ skills is linked to measurable outcomes in student performance.

2.5. Conceptual framework This section proposes a conceptual framework within which the concept, students‘ performance is treated in this work. It is arrived at basing on the System‘s theory Input-Output model advanced by Ludwig Von Bertalanffy (cited in Martha 2005). The selection of the model was based on the belief that, the quality of input invariably affects quality of output in this case students‘ academic performance.

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Independent variable Dependent variable

1. Students’ academic performance Teachers’ skills -Students in Division I

-Formal Education -Students in Division II

(degrees: A0, A1, A2) -Students in division III

- Pedagogical skills -Students in Division IV and U

-Professional trainings

-Years of Experience

Extraneous variables

●Social- economic factors

●School location

●Parental education

Source: The Researcher

Figure 2.1.Teachers‘ skills affect students‘ academic performance

This figure shows the link between teachers‘ skills and students ‗academic performance. It shows

students‘ academic performance as a dependent variable which is related to the independent

variable, the teachers‘ skills. According to this figure various teachers‘ skills which are, formal

education, teaching experience, professional trainings and pedagogical studies are having an

impact on students‘ academic performance.

The independent variable that has impact on the students‘ academic performance is the teachers

‗skills. Teachers‘ skills and knowledge are the factors that increase and sharpen the students‘

academic performance. The researcher also identified the dependent variables which are

13 divisions used in O‘ level national examinations in Rwanda. Students in division I and II are said to be best performers, students in division III are said to be medium performers while students in division IV and U are poorly performing students.

The figure also identified some extraneous variables, which may affect students‘ academic performance, these include, social- economic factors, school location, class size, parental education, School management. These variables are part of the input and process explained in the

Ludwig‘s Input-Output model. They play a role in bringing out the output, which is academic performance. If these variables are not controlled, they may interfere with the results of the study.

2.6. Summary Teachers‘ skills have a positive effect on students‘ scores and grades in all subjects.

Nevertheless, the effect of teachers‘ skills is not only on the academic side, but also on other domains. It was adapted that teachers are inputs, with different training programs they are professionally developed through the process of teaching and learning and their output is seen through students‘ academic performance. It has been argued that effective teachers produced better performing students. Thus, generally it is accepted that in order for students to excel in school, they need the support and encouragement from their teachers. The qualities like academic skills and knowledge of the subject matter, competencies and skills, and the commitment of teacher have an impact on the teaching learning process. Therefore, the clear relationship between teachers and students within the school in order to achieve the better performance needed.

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CHAPTER THREE: RESEARCH METHODOLOGY

3.0. Introduction

This chapter provides the research framework within which data were collected and analyzed. It specifies the research design that was employed, survey population, area of the study, sample size and characteristics, tools and techniques used in the data collection, how research variables were measured and data processing techniques.

3.1. Research Design According to Kothari, (2009) research design is the conceptual structure within which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data as such the design includes an outline of what the researcher does from writing the hypothesis and its operational implications to the final analysis of data. In order to accomplish the research efficiently, descriptive and correlation research designs were utilized. The use of descriptive is anchored on the judgment that describing the respondents and uncovering the respondents perception of employees involvement was deepened the understanding and answer the predetermined research questions as mentioned in chapter one. The correlation was used in order to measure the extent of relationship between different characteristics of teachers‘ skills and performance of students regarding their divisions

3.2. Target Population Population refers to the larger group to which a researcher wishes to generalize; it includes all members of a defined class of people, events, or objects (Ary , Cheser & Sorensen, 2006).

The target population of this study was 26 head teachers of secondary schools in Kicukiro

District. Source: District education officer.

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3.3. Sample Design The sample size that a researcher should need ,can be influenced by a number of factors including the purpose of the study, population size, the risk of selecting a bad sample and allowable sampling error. Israel .Glenn D. (1992).In addition to the purpose of the study and population size, three criteria usually will need to be specified to determine the appropriate sample size: the level of precision, the level of confidence or risk and the degree of variability in the attributes being measured. Miaoulis and Michener.(1976).

3.3.1. Sample Size According to Pamela (2006), a sample can be defined as a group of subject drawn from the entire population in order to be tested or examined in details and make a generalization.

Sampling is the process of using a small number of items or parts of a larger population to make conclusions about the whole population (Grinnel& Williams, 2003).

Amin (2005) argues that when the population is small and reachable the best method to be used to get accurate information from the target population is a survey or census. This method has a merits or advantages to provide a true measure of the population (no sampling error) and easily get detailed information within the population. Therefore, the survey as data collection tool was used to gather information from total number of 26 directors of schools in Kicukiro district

Table 3. 1 sample size determination for head teachers

Number Responsibility Target population Sample size Sampling technique 1 Head teachers 26 26 Census

3.3.2. Sampling Techniques According to Orodho and kombo (2002), sampling is a procedure that a researcher uses to gather people, places or things to study. It is the process of selecting a number of individual or objects from a population such that the selected group contains elements representative of the characteristics found in the entire group. In this study the researcher used a survey or census as

16 the population was small. All 26 secondary school head teachers were involved in the study.

Amin (2005) argued that when the population is small and reachable the best method to be used to get accurate information from the target population is a survey or census. The researcher used the purposive sampling to obtain the head teachers as the research respondents.

3.4. Data Collection Technique Data collection is the process of gathering the required information for each selected unit in the

Survey (Dr. Ivan P. Fellegi, 2003, p37). In this research work, data collection techniques used includes questionnaires, and documentation. The questionnaires were filled on the same day of delivery and returned.

3.4.1 Data collection instruments The sources of data collected by the researcher include both primary and secondary data.

Primary data in this study was collected from head teachers with purpose of identifying the factors behind the performances. Secondary data for this study were secondary school national examination for the year 2012 to 2014, the books, and other documents such as reports, memoirs all related to the research field were used.

The data for this study were consisting of grades of students in national examinations and their teacher‘s skills. The results were collected from the respective offices of the head teachers of schools.

Data were collected using the following techniques: questionnaires, and document analysis.

According to Jill and Roger (2003), a questionnaire is a list of careful structured questions chosen after considerable testing, with a view of eliciting reasonable responses from the chosen sample. On the other hand, questionnaire refers to an instrument in which respondents provide written responses to questions or mark items that indicate their responses. ( Ary, Cheser, and

Sorensen 2006). It was designed and administered to head teachers for collecting research

17 information.

In addition to that, documentary analysis refers to the systematic examination of documents to investigate specific topics or themes (Ary, Cheser & Sorensen 2006). This technique was useful for analyzing the documents which contains the scores of students in national examinations between 2012 and 2014 in Kicukiro District.

3.4.2. Administration of data collection instruments The predetermined questions were administered to the respondents from 26 secondary schools head teachers in Kicukiro district. The researcher used a questionnaire with a mixed bag of cross ended questions and open-ended questions to collect data from the respondents, related to teachers‘ skills and students‘ performance. Cross- ended questions enabled the researchers to collect pre-determined respondents‘ opinion regarding the studied phenomena (Kumar, 2008).

3.4.3 Reliability and Validity Reliability means the extent to which a test or a procedures produces similar result under constant condition on all occasions Bell (1987) cited by Coleman, M.and Briggs J.R.A, (2002).

The administered questions were gathered and marked by the researcher with the aid of research assistances, before going into data collection.

Not only that but also basing on the results from the pilot study the researcher was able to establish the reliability of the data collection tools. Conditions for reliability of the instruments were the following: questions were the same and understood in the same way, and the sample designed was repeated, and the actual change in factors being studied may occur.

On the other hand Validity was defined as the extent to which an instrument measured what it claims to measure. The focus of recent views of validity is not on the instrument itself but on the interpretation and meaning of the scores derived from the instrument (Ary, Cheser & Sorensen

2006). For validity of the study, content validity was ensured through use of valid concepts like

18 expert validity which measure the study variables. Construct validity was based on to ensure that questionnaires were valid.

After this exercise the answered questionnaires were collected and checked for completeness by supervisor and experts in the study. Conditions for validity of the instruments was as follows, questions were worded to mean the same as to elicit reliable answer, cooperation between respondents and researcher was enhanced by carefully structuring interview questions, ethical research considerations and principles (beneficence, right, and justice) were guide the research, and the research methodology was also replicable and obtain the same results.

3.5. Data analysis methods The researcher collected, treated and analyzed the data after getting the questionnaires from the respondents, the results were put together to be set in machine with Statistical Package for Social

Sciences (SPSS). This study used percentages and frequencies, and correlation as statistical techniques in this research. Correlation was used to measure the relationship between dependent and independent variables. The procedure of how it works is detailed below.

Pearson’s Product Correlation Pearson‘s Correlation is the most commonly used in the behavioral sciences and measures the strength and direction of the relationship between two variables (Hinkle et al., 2002). It was used to examine the relationship between teachers skills and students performance.

Evaluation of Pearson’s correlation: When Pearson‘s r is close to 1; it means that there is a strong relationship between two variables. This means that changes in one variable are strongly correlated with changes in the second variable. When Pearson‘s r is close to 0 it means that there is a weak relationship between two variables. This means that changes in one variable are not correlated with changes in the second variable.

When Pearson‘s r is positive (+), this means that as one variable increases in value, the second

19 variable also increases in value. Similarly, as one variable decreases in value, the second variable also decreases in value. This is called a positive correlation. When Pearson‘s r is negative (-), this means that as one variable increases in value, the second variable decreases in value. This is called a negative correlation.

If the Sig (2-Tailed) value is greater than 0.05, you can conclude that there is no statistically significant correlation between your two variables. That means, increases or decreases in one variable do not significantly relate to increases or decreases in your second variable.

If the Sig (2-Tailed) value is less than or equal to 0.05, you can conclude that there is a statistically significant correlations between your two variables. That means, increases or decreases in one variable do significantly relate to increases or decreases in your second variable

3.6. Ethical considerations Ethical consideration guided this research. The researcher assured respondents that the study was strictly academic and that utmost confidentiality would be observed. The data used in this study was anonymously coded and cannot therefore be traced back to individuals. Participation in the research was voluntary, no participants was forced.

Information was given to the participants about the purpose of research. The researcher insured the participants not to reveal personal information. The researcher attached the cover letter that states the purpose of research. Avoid sexism words in questionnaires. The anonymity was observed by not collecting their names even on questionnaires. The researcher has been honest in reporting the research findings.

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CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION

4.0 Introduction

This Chapter is about presentation and discussion of the findings.

This presentation and discussion of the findings were done in relation to the study objectives.

The general objective was to identify the relationship between skills of teachers and performance of students in O‘ Level in National examination. The specific objectives included; to establish the skills of teachers in terms of formal education, experience in teaching profession, training in related subject, and pedagogical studies, to determine the level of performance of students in O‘

Level National examination which was measure through divisions, and to determine the relationship between skills of teachers and the performance of students. This chapter is divided into four parts, respectively, demographic characteristics of key respondents in this research who are directors of schools in this study, the second part describe skills of teachers in Kicukiro

District by considering their school, the third is about performance of students, and the last part is the establishment of the relationship between teachers‘ skills and performance of students which was measured by using correlations.

4.1 Demographic Characteristics of Respondents

The respondent‘s basic information was looked at in terms of gender, group (age), number of years working with the school and level of education. In this research the demographic characteristics were collected on directors as well are key participants.

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Table 4. 1: Demographic characteristics of respondents

Value Frequency Percent

Education level of the respondents

Bachelors ‗degree in education 19 73.1 Master‘s in education 7 26.9 Total 26 100.0 Age of the respondents 25-30 4 15.4 31-40 18 69.2 Above 40 4 15.4 Total 26 100.0 Experience of the respondents Less than 3 years 1 3.8 3-5 years 7 26.9 Above 5 years 18 69.2 Total 26 100.0 Gender of the respondents Male 23 88.5 Female 3 11.5 Total 26 100.0 Source: Primary data Table 4.1 shows the distribution of respondents in terms of their demographic characteristics, about educational background most respondents are holders of bachelors ‗degree in education with the percentage of 73.1% and 26.9 % is for those who have masters‘ degree in education.

The implication is in line with the ministry of education in Rwanda which conditioned that every head-teacher must have at least university degree in education. For age most of respondents their age range from 31-40 with the percentage of 69.2%. Respondents above 40 years represents 15.4

%( 4 respondents) and the number respondents between 25-30 were also 4 respondents (15.4%).

Concerning experience, the highest number of respondents was above 5years of experience

(18respondents) which represents 69.2%. Respondents between 3-5 years represents 26.9 %(

7respondents) while only one respondent was less than 3years of working experience (3.8%).

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The last demographic characteristic of respondents was gender. In this study male gender occupied the highest percentage with 88.5 %( 23 respondents) while female gender occupied

11.5 %( 3 respondents). This because the number of female with university level is still low compared to that one of male.

4.2 Skills of teachers

The first specific objective of this study was to assess the level of qualification of teachers in

Kicukiro district. The skills was measured under four indicators which are formal qualification, experience of teachers, pedagogical studies, and trainings in subject of teaching.

4.2.1 Formal qualification for teachers in Kicukiro district

In this study formal education was evaluated in terms of university studies and secondary studies; for university study the researcher looked on the number of teachers to hold A0 which corresponds to bachelors‘ degree, A1 which corresponds to diploma and master‘s degree. And for secondary studies, A2 certificate in different studies.

Table 4. 2Formal qualification of teachers in Kicukiro district

SCHOOL NUMBER OF A A2 A A1 A0 A0% Masters Maste TEACHERS 2 % 1 % rs% ES KANOM 15 0 0.0 3 20. 12 80.0 0 0.0 0 KAGARAM 15 0 0.0 0 0.0 14 93.3 1 6.7 A KING DAV 18 0 0.0 0 0.0 18 100. 0 0.0 0 GS KICUK 15 0 0.0 2 13. 13 86.7 0 0.0 3 NGLSC 14 0 0.0 4 28. 10 71.4 0 0.0 6 AUTHENTI 15 0 0.0 4 26. 11 73.3 0 0.0 7 STAR S S 18 0 0.0 3 16. 14 77.8 1 5.6 7 GS GAHAN 16 0 0.0 4 25. 12 75.0 0 0.0

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0 GS APADE 20 0 0.0 3 15. 16 80.0 1 5.0 0 GS KIGON 20 1 5.0 3 15. 16 80.0 0 0.0 0 GS MASAK 17 0 0.0 5 29. 12 70.6 0 0.0 4 GS 16 1 6.3 2 12. 13 81.3 0 0.0 MURAM 5 MARTYRE 16 1 6.3 3 18. 12 75.0 0 0.0 S 8 ESSA NYA 14 0 0.0 4 28. 10 71.4 0 0.0 6 GS BUSAN 17 0 0.0 1 5.9 14 82.4 2 11.8 GS KIMIS 20 1 5.0 3 15. 16 80.0 0 0.0 0 GS REMER 16 1 6.3 3 18. 12 75.0 0 0.0 8 HIGH HII 13 0 0.0 3 23. 10 76.9 0 0.0 1 GS NYANZ 18 0 0.0 3 16. 14 77.8 1 5.6 7 GS MBURA 21 0 0.0 5 23. 16 76.2 0 0.0 8 CGFK 23 1 4.3 2 8.7 18 78.3 2 8.7 GS MASAK 16 0 0.0 1 6.3 14 87.4 1 6.3 GS CAMP 15 0 0.0 2 13. 12 80.0 1 6.7 3 GS GATEN 18 0 0.0 3 16. 15 83.3 0 0.0 7 GS RUSHE 17 1 5.9 3 17. 13 76.5 0 0.0 6 GS RUBIR 16 1 6.3 4 25. 11 68.8 0 0.0 0 Total 439 8 1.8 7 16. 34 79.2 10 2.3 3 6 8 Source: Primary,

The table 4.2 describes the qualification of teacher in terms of formal education by school and gives the total of the district.

Considering total Kicukiro district employs 439 teachers. The survey reported that in Kicukiro district a large number of teachers are holders of Bachelor‘s degree in Education with the

24 percentage of 79.2%, on the second place there are teachers with A1 on the percentage of 16.6%, and tiny percentages of masters holders and A2 teachers where masters are 2.3%, and 1.8% for

A2 teachers.

4.2.2 Evaluation of the experience of teachers in Kicukiro district

Experience of any employee at his/her work is one of indicator of quality and productivity to employee. In this study the experience of teachers was categorized in three categories respectively; the experience of less than 2 years in teaching job, from 2 up to 5 years, and above

5 years.

Table 4. 3:Experience of teachers in teaching profession in Kicukiro district

SCHOOL NUMBER OF Less than 2 2years 2-5 2- Above five Above 5 TEACHERS years % years 5years years years% % ES 15 3 20.0 8 53.3 4 26.7 KANOM KAGARA 15 3 20.0 10 66.7 5 33.3 MA KING 18 2 11.1 14 77.8 2 11.1 DAV GS 15 4 26.7 8 53.3 3 20.0 KICUK NGLSC 14 4 28.6 10 71.4 0 0.0 AUTHEN 15 6 40.0 3 20.0 6 40.0 TI STAR S S 18 7 38.9 5 27.8 6 33.3 GS 16 4 25.0 8 50.0 4 25.0 GAHAN GS 20 5 25.0 11 55.0 4 20.0 APADE GS 20 6 30.0 10 50.0 4 20.0 KIGON GS 17 5 29.4 6 35.3 6 35.3 MASAK GS 16 4 25.0 5 31.3 7 43.8 MURAM MARTYR 16 3 18.8 8 50.0 4 25.0 ES

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ESSA 14 3 21.4 7 50.0 4 28.6 NYA GS 17 6 35.3 5 29.4 6 35.3 BUSAN GS KIMIS 20 5 25.0 11 55.0 4 20.0 GS 16 3 18.8 8 50.0 5 31.3 REMER HIGH HII 13 4 30.8 5 38.5 4 30.8 GS 18 5 27.8 8 44.4 5 27.8 NYANZ GS 21 6 28.6 8 38.1 7 33.3 MBURA CGFK 23 3 13.0 8 34.8 12 52.2 GS 16 4 25.0 8 50.0 2 12.5 MASAK GS CAMP 15 3 20.0 10 66.7 2 13.3 GS 18 5 27.8 10 55.6 3 16.7 GATEN GS 17 4 23.5 8 47.1 5 29.4 RUSHE GS 16 3 18.8 7 43.8 6 37.5 RUBIR Total 439 110 25.1 209 47.6 120 27.3 Source: Primary

The table 4.3 shows the experience of teachers in their job. The results from the survey reported that a large number of teachers have an experience in teaching profession ranging from 2-5 years, with the percentage of 47.6%. Teachers with an experience of above 5 years are 27.3%, and teachers with an experience less than 2 years are 25.1%. That shows a low mobility of teachers who leave their job to other sectors of employment in Kicukiro district.

4.2.3 Professional training of teachers in their subject of teaching

Scholars found that being trained in subject of teaching for teachers enhance the capability of teachers and leads to the high performance of students.

Here the researcher was eager to know to which extent teachers are trained in their subject of teaching.

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Table 4. 4: Professional training of teachers in their subject of teaching in Kicukiro district SCHOOL NUMBER OF Not Not Trained Trained% TEACHERS trained trained% ES KANOM 15 14 93.3 1 6.7 KAGARAMA 15 12 80.0 3 20.0 KING DAV 18 16 88.9 2 11.1 GS KICUK 15 15 100.0 0 0.0 NGLSC 14 14 100.0 0 0.0 AUTHENTI 15 14 93.3 1 6.7 STAR S S 18 16 88.9 2 11.1 GS GAHAN 16 16 100.0 0 0.0 GS APADE 20 17 85.0 3 15.0 GS KIGON 20 19 95.0 1 5.0 GS MASAK 17 17 100.0 0 0.0 GS MURAM 16 16 100.0 0 0.0 MARTYRES 16 15 93.8 1 6.3 ESSA NYA 14 14 100.0 0 0.0 GS BUSAN 17 16 94.1 1 5.9 GS KIMIS 20 18 90.0 2 10.0 GS REMER 16 15 93.8 1 6.3 HIGH HII 13 13 100.0 0 0.0 GS NYANZ 18 16 88.9 2 11.1 GS MBURA 21 20 95.2 1 4.8 CGFK 23 18 78.3 5 21.7 GS MASAK 16 16 100.0 0 0.0 GS CAMP 15 15 100.0 0 0.0 GS GATEN 18 17 94.4 1 5.6 GS RUSHE 17 16 94.1 1 5.9 GS RUBIR 16 16 100.0 0 0.0 Total 439 411 93.6 28 6.37 Source: Primary data

According to the table 4.4 a large number of teachers don‘t have trainings in their subject of teaching on the percentage of 93.6% and only 6.3% to report that they have training. In general in Rwanda there is no special training organized by ministry of education for teachers.

4.2.4 Pedagogical studies for teachers

It was proved that teachers with pedagogical studies have the convincing methodology and that helps student to get a quick understanding from the educator or teacher.

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Table 4. 5: Pedagogical studies of teachers

SCHOOL NUMBE Teachers with %of teachers Teachers % of teachers R OF pedagogical with without without TEACH studies pedagogical pedagogical pedagogical ERS studies studies studies ES 15 13 86.7 2 13.3 KANOM KAGARA 15 14 93.3 1 6.7 MA KING 18 14 77.8 4 22.2 DAV GS 15 14 93.3 1 6.7 KICUK NGLSC 14 14 100.0 0 0.0 AUTHEN 15 13 86.7 2 13.3 TI STAR S S 18 14 77.8 4 22.2 GS 16 13 81.3 3 18.8 GAHAN GS 20 16 80.0 4 20.0 APADE GS 20 17 85.0 3 15.0 KIGON GS 17 15 88.2 2 11.8 MASAK GS 16 15 93.8 1 6.3 MURAM MARTYR 16 13 81.3 3 18.8 ES ESSA 14 13 92.9 1 7.1 NYA GS 17 15 88.2 2 11.8 BUSAN GS KIMIS 20 16 80.0 4 20.0 GS 16 14 87.5 2 12.5 REMER HIGH HII 13 11 84.6 2 15.4 GS 18 16 88.9 2 11.1 NYANZ GS 21 17 81.0 4 19.0 MBURA CGFK 23 20 87.0 3 13.0 GS 16 15 93.8 1 6.3 MASAK GS CAMP 15 14 93.3 1 6.7

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GS 18 16 88.9 2 11.1 GATEN GS 17 15 88.2 2 11.8 RUSHE GS 16 15 93.8 1 6.3 RUBIR Total 439 382 87.0 57 13.0 Source: Primary

According to the table 4.5, a large number of teachers have pedagogical studies on the percentage of 87% and only 13% to report that they don‘t have pedagogical studies. That is resulted from different colleges countrywide which produce numerous teachers with education skills including the old KIE.

4.3 Evaluation of performance of students in O’ Level in Kicukiro district,2012, 2013, 2014

The second objective of this study was to evaluate the performance of students in O‘ Level in

Kicukiro District. The performance was evaluated by considering the number of students in each division among 5 divisions meaning division I, division II, division III, division IV, and U which corresponds to unclassified students who participated in the exam. Those in the first and second division are said to be excellent, those in III said to be good performers, and those in IV and U are said to be poorly performed.

The Score for Results in O LEVEL national exam in Kicukiro District (2012)

Place Name of school Participant Div I Div Div Div U % For % Excellent s II III IV success in Div I and II 1 ES KANOMBE 85 43 30 5 7 0 100 85.9 EFOTEK 2 KAGARAMA SS 136 55 48 21 12 0 100 75.7 3 KING DAVID AC 84 20 25 21 18 0 100 54 4 STAR SCHOOL 27 4 6 7 9 1 96 37 5 GS MASAKA 110 8 21 15 47 19 83 26 6 GS GIKONDO 175 11 34 24 93 13 93 26 7 CGFK 73 3 12 8 40 10 86 20.5 8 LYCEE APADE 49 2 8 8 28 3 94 20

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9 AUTHENTIC 11 0 2 1 6 2 82 18 INITER .A 10 GS 78 3 10 9 48 8 90 17 MBURABUTURO 11 GS CAMP 152 5 20 6 76 45 70 16 KANOMBE 12 GS KIMISANGE 112 3 15 20 61 13 88 16 13 GS REMERA 140 5 15 13 85 22 84 14 PROTESTANT 14 GS GAHANGA I 124 1 16 19 87 1 99 14 15 GS KICUKIRO 129 5 12 16 89 7 95 13 16 GS GATEN.GA I 187 5 19 16 121 26 86 13 17 ESSA 16 1 1 6 3 5 69 12.5 NYARUGUNGA 18 GS RUSHESHE 38 0 4 2 25 7 82 11 19 GS BUSANZA 88 1 7 7 57 16 82 9.1 20 SAINT PATRICK 23 0 2 2 15 4 83 8.7 21 GS RUBIRIZI 59 0 5 5 40 9 85 8 22 GS MASAKA 89 0 5 8 62 14 84 6 23 GS AIPER 50 0 1 6 31 12 76 2.0 NYANDUNGU KICUKIRO DISTRICT 2035 175 316 245 1060 237 87 % 9 15 12 52 12 24

This table illustrates the performance of students in Kicukiro district in O level national examinations 2012. According to statistics in this table many of students were in division IV,

1060 students.

Students in division U were 237 students (12%). This shows that there is poor performance of students in Kicukiro district in O level national examination 2012. Students in division I and II were 491 students (24%) while students in division III were 245 students (12%). Only three schools have a percentage of above 50% of students in division I and II. those schools include ES

KANOMBE with an average of 85.9% and KAGARAMA secondary school with an average of

75.7% and KING DAVID AC with an average of 54%. So, most of students in all schools are in division IV and U.

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The Score for Results in O LEVEL national exam in Kicukiro District (2013)

Place Name of school Participa Div Div Div Div U % For % nts I II III IV success Excellent in Div I and II 1 ES KANOMBE 83 42 36 4 1 0 100 78 EFOTEK 2 KAGARAMA SS 108 48 51 3 6 0 100 99 3 KING DAVID 204 35 52 46 71 0 100 87 AC 4 STAR SCHOOL 31 1 7 13 10 0 96 8 5 GS MASAKA 128 4 18 26 64 16 83 22 6 GS GIKONDO 112 8 34 32 85 13 93 42 7 CGFK 161 4 9 24 105 19 86 13 8 LYCEE APADE 101 3 23 8 57 10 94 26 9 AUTHENTIC 22 4 9 1 8 0 82 13 INITER .A 10 GS 202 5 17 16 123 41 90 22 MBURABUTURO 11 GS CAMP 240 5 19 11 124 81 70 24 KANOMBE 12 GS KIMISANGE 188 3 20 25 100 40 88 23 13 GS REMERA 144 6 20 20 88 11 84 26 PROTESTANT 14 GS GAHANGA I 90 1 14 14 60 2 99 15 15 GS KICUKIRO 96 10 36 24 24 2 95 46 16 GS GATENGA I 183 6 16 22 94 45 86 22 17 ESSA 167 2 10 7 88 60 69 12 NYARUGUNGA 18 GS RUSHESHE 72 0 5 3 40 24 82 5 19 GS BUSANZA 137 3 11 18 86 19 82 14 20 GS RUBIRIZI 187 1 12 13 79 82 83 13 21 GS MASAKA I 102 0 8 3 64 27 85 8 22 GS NYANZA 75 5 14 8 35 5 84 19 23 HIGH HILL 23 1 2 3 9 8 7 3 ACADEMY KICUKIRO DISTRICT 2916 197 443 350 1421 235 87 % 8 15 12 52 12 22.1

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Table 4. 6: Performance of students in O’ Level National Examination (2014)

SCHO NUMBER DIVISI DIV DIVISI DIV DIVISI DIVII DIVISI DIVI DIVISI DIV OL OF ON I % ON II 2% ON III I% ON IV V% ON U U% PARTICIPA NTS ES KANOM 72 49 68.1 23 31.9 0 0.0 0 0.0 0 0.0 KAGARAM 111 57 51.4 47 42.3 6 5.4 1 0.9 0 0.0 A KING DAV 142 39 27.5 57 40.1 25 17.6 21 14.8 0 0.0 GS KICUK 85 18 21.2 33 38.8 22 25.9 11 12.9 1 1.2 NGLSC 45 6 13.3 16 35.6 12 26.7 10 22.2 0 0.0 AUTHENTI 21 2 9.5 7 33.3 5 23.8 7 33.3 0 0.0 STAR S S 57 8 14.0 16 28.1 18 31.6 13 22.8 2 3.5 GS GAHAN 132 8 6.1 41 31.1 33 25.0 46 34.8 4 3.0 GS APADE 87 6 6.9 23 26.4 24 27.6 25 28.7 9 10.3 GS KIGON 169 15 8.9 41 24.3 47 27.8 57 33.7 8 4.7 GS MASAK 103 8 7.8 25 24.3 14 13.6 47 45.6 9 8.7 GS MURAM 103 9 8.7 19 18.4 37 35.9 31 30.1 7 6.8 MARTYRES 74 6 8.1 14 18.9 12 16.2 30 40.5 12 16.2 ESSA NYA 25 1 4.0 5 20.0 5 20.0 8 32.0 6 24.0 GS BUSAN 101 3 3.0 18 17.8 20 19.8 49 48.5 11 10.9 GS KIMIS 155 4 2.6 28 18.1 33 21.3 71 45.8 19 12.3 GS REMER 155 6 3.9 26 16.8 35 22.6 77 49.7 11 7.1 HIGH HII 32 2 6.3 4 12.5 11 34.4 13 40.6 2 6.3 GS NYANZ 78 3 3.8 10 12.8 22 28.2 36 46.2 7 9.0 GS MBURA 133 4 3.0 13 9.8 27 20.3 62 46.6 27 20.3 CGFK 155 1 0.6 18 11.6 26 16.8 71 45.8 39 25.2 GS MASAK 178 6 3.4 14 7.9 35 19.7 85 47.8 38 21.3 GS CAMP 202 1 0.5 20 9.9 26 12.9 89 44.1 66 32.7 GS GATEN 121 1 0.8 10 8.3 23 19.0 67 55.4 20 16.5 GS RUSHE 59 1 1.7 4 6.8 5 8.5 28 47.5 21 35.6 GS RUBIR 86 0 0.0 6 7.0 10 11.6 49 57.0 21 24.4 Total 2679 264 9.8 238 8.9 533 19.9 1004 37.5 341 12.7 Source: Primary data

Table 4.6 illustrates the performance of students in Kicukiro district in O level national examinations. According to statistics in the table 4.6 the highest percentage of students are in division IV, 1004 students (37.5%).

And students in division U were 341 students (12.7%). This shows that there is poor

32 performance of students in Kicukiro district in O level national examination. Students in division

I and II were 502 students (18.7%) while students in division III were 533 students (19.9%).

Only two schools have a percentage of above 50% of students in division I. those schools include

ES KANOMBE with an average of 68.1% and KAGARAMA secondary school with an average of 51.4%. All other schools have an average of less than 30% in division one. So, most of students in all schools are in division IV and U.

4.4 Relationship between skills of teachers and performance of students

The third specific objective of this study was to evaluate the relationship between skills of teachers and performance of students in O‘ Level National Examination. This objective was reached by measuring the correlation between different skills and divisions of students. This was done basing on quantitative results where the number of teachers was considered in each group.

Table 4. 7: Correlation between formal education and performance of students

Number of Number of Number of Number of Number of students in students in students in students in Students in Division I division II division III division IV division U Numbers of teachers Pearson -.277 -.363 -.031 .355 .312 with A2 Correlation Sig. (2-tailed) .162 .062 .880 .069 .113 N 26 26 26 26 26 Number of teachers Pearson -.256 -.119 .139 .239 .039 with A1 Correlation Sig. (2-tailed) .197 .554 .490 .230 .847 N 26 26 26 26 26 Number of teachers Pearson .483* .431* -.134 -.515** -.314 with A0 Correlation Sig. (2-tailed) .011 .025 .504 .006 .110 N 26 26 26 26 26 Number of teachers Pearson -.053 -.129 -.073 .067 .185 with masters Correlation Sig. (2-tailed) .792 .520 .717 .739 .356 N 26 26 26 26 26

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**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Source: Primarydata

The intention of the author in this research was to see whether there is a positive relationship between teachers‘ skills in terms of formal education and performance of students. The correlation results show that there is a positive relationship between number of teachers with A0 and the performance of students in division I and in division II. That is explained by the correlation of 0.483 between number of teachers with A0 and performance of students in division I. The test also shows that the relationship is statistically significant since the Sig (2- tailed) of 0.011 is less than 0.05 which is the significant level. That is the same for the relationship between number of teachers with A0 and performance of students in division II since the correlation is 0.431 and that is statistically significant since the Sig.( 2-tailed) of 0.025 is less than 0.05.It is to conclude that as the number of A0 teachers increases as the probability of having more students in division I and II increases.

Table 4. 8: Correlation between teaching experience and performance of students

Number Number Number Number Number of of of of of students students students students Students in in in in in Division I division II division division division U III IV Number of teachers Pearson -.196 .055 .487** .090 -.299 with experience< 2 Correlation years Sig. (2-tailed) .327 .784 .010 .654 .130 N 26 26 26 26 26 Number of teachers Pearson .326 .295 -.311 -.354 -.047 with experience of Correlation 2-5 years Sig. (2-tailed) .097 .135 .114 .070 .814 N 26 26 26 26 26 Number of teachers Pearson -.074 -.207 -.027 .177 .113

34 with experience of Correlation >5 years Sig. (2-tailed) .716 .300 .894 .376 .575 N 26 26 26 26 26 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Source: Primary data

According to the table 4.8 there is a positive significant relationship between number of teachers with experience of which is less than 2 years and performance of students in division III due to the correlation of 0.487 and the Sig (2-tailed) which is less than 0.05.To this point it is to conclude that the experience of teachers doesn‘t have a great and significant impact to the performance of students.

Table 4. 9: Correlation between professional training and performance of students

Number of Number of Number of Number of Number of students in students in students in students in Students in Division I division II division III division IV division U Number of Pearson -.273 -.187 .196 .236 .102 non-trained Correlation teachers Sig. (2- .168 .350 .327 .236 .611 tailed) N 26 26 26 26 26 Number of Pearson .273 .187 -.196 -.235 -.102 trained Correlation teachers Sig. (2- .168 .351 .327 .238 .611 tailed) N 26 26 26 26 26 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).

Source: Primary data

According to the table 4.9 there is negative correlation number of non-trained teachers and performance of students in division I and in division II.

That is explained by correlations which assume negative values respectively -0.273 and -0.187,

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but these relationship are not statistically significant due to their p-values which are greater than

0.05.

There is a positive correlation between number of trained teachers and performance of students

in division I and in division II since the correlations are positive (0.273, and 0.187) but that was

found to be not statistically significant since the Sig (2-tailed) are greater than 0.05

Table 4. 10: Correlation between pedagogical studies for teachers and performance of students

Number of Number of Number of Number of Number of students in students in students in students in Students in Division I division II division III division division U IV Number of teachers Pearson .016 -.078 -.141 -.003 .165 with pedagogical Correlation studies Sig. (2-tailed) .935 .700 .483 .987 .412 N 26 26 26 26 26 Number of teachers Pearson -.018 .076 .142 .005 -.164 without pedagogical Correlation studies Sig. (2-tailed) .930 .705 .481 .981 .414 N 26 26 26 26 26 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Source: Primary data The table 4 10 tells the relationship between pedagogical studies and performance of students.

The results revealed that there is no convincing relationship. There is a low positive relationship

between number of teachers with pedagogical skills and performance of students in division I but

that is not statistically significant since the Sig (2-tailed) is greater than 0.05. There is a low

negative correlation between number of teachers without pedagogical studies and performance of

students in division I but that is not statistically significant since the p value or Sig ( 2-tailed) of

0.930 which is greater than 0.05.

36

CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 5.0. Introduction

The current chapter discusses the results that were presented in the previous chapter. The discussion is guided by the three research objectives that guided the whole process of data collection and analysis. The discussion is presented under objective by objective and after the discussion, a number of conclusions and recommendations are drawn. The study was guided by the following objectives:

a) To find out the teachers‘ skills in Kcukiro district;

b) To assess the level of performance of students in O‘ level national examinations in

Kicukiro district;

c) To establish the relationship between teachers‘ skills and students performance in O‘

level national examinations in Kicukiro district.

5.1 Summary of Study Findings

The main objective of this study was to analyze the teachers‘ skills and their impact on the students‘ performance in O‘ level national examinations in Kicukiro district. The key informants of this study were 26 secondary school head teachers from 26 secondary schools of Kicukiro district. Data were collected by using questionnaire as the main tool. Data were presented in form of tables and some statistical techniques were used for data analysis.

The findings revealed that there is a positive relationship between teachers ‗skills in terms of formal education and students performance. The study also finds a significant relationship between teaching experience and students‘ performance.

But the study revealed that there is a negative relationship between trainings of teachers, pedagogical studies and students‘ performance.

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5.1.1 Objective One

The first objective of this study was ―to examine the teachers‘ skills in Kicukiro district‖. In this study the teachers‘ skills was examined in terms of formal education, teaching experience, pedagogical studies and professional trainings of teachers.

In terms of formal education the findings showed that a large number of teachers hold a

Bachelor‘s degree in education with the percentage of 78.6% and teachers with A1 represents

16.6% while Masters teachers represents 2.3% and A2 1.8% respectively.

In term of experience, the results revealed that a large number of teachers have an experience in teaching profession ranging from 2-5 years, with the percentage of 47,6%.

In terms of trainings, the results showed that a large number of teachers do not have trainings in the subject of teaching on the percentage of 93.6% and only 6.3% reported that they have trainings.

In terms of pedagogical studies, the results of this study revealed that a large number of teachers have pedagogical studies on the percentage of 87% and only 13% reported that they do not have pedagogical studies.

5.1.2 Objective Two

The second objective of this study was to evaluate the performance of students in O‘ level national examinations in Kicukiro district.

The performance was evaluated by considering the number of students in each division among 5 divisions. Meaning division I, division II, division III, division IV and division U which correspond to unclassified students who participated in the exam.

The results of the study showed that the highest percentage of students is in division IV (37.5%).

And students in division U were 12.7% who participated in O‘ level national examinations in

38

2014 in Kicukiro district. This shows that there is poor performance of students in O‘ level national examinations in Kicukiro district.

5.1. 3 Objective Three

The third objective was to establish the relationship between teachers skills and students performance in O‘ level national examinations in Kicukiro district. The finds of the study revealed that, there is a positive relationship between teachers‘ skills in terms of formal education and students‘ performance. The results also showed a signification relationship between teaching experience and students‘ performance These results are in line with the findings of Igwe( 1990), who investigated the influence of teachers skills on academic performance of students in science subject in Kano state. The researcher found a significant relationship between teachers‘ skills and students‘ performance. Okowa found that teachers experience was highly significant on students‘ academic achievement. He further said that no matter how good a course curriculum is, if we do not have well trained, qualified and motivated teachers, we may not achieve the desired goals. The study also showed that there is a negative relationship between professional training, pedagogical studies and students‘ performance.

5.2 Conclusions

The following conclusions drawn as a result of the research work carried out in the area of performance of students in O‘ level national examination in Kicukiro district reflect both theoretical and practical lesson which can be drawn from the study. For research question one the researcher confirmed that there is a positive relationship between teachers skills in terms of formal education and students performance in O‘ level national examinations in Kicukiro district. The researcher also confirmed that there is a significant relationship between teaching experience and students‘ performance.

39

Moreover, the researcher confirmed that there is a negative relationship between professional trainings of teachers, pedagogical studies and students‘ performance.

5.3 Recommendations

On the basis of conclusions drawn therefore, the following recommendations should be put in place:

a) To the Ministry of Education

1. Adequate staffing of teachers,

2. In-servicing of teachers through workshop.

3. Prevention of teachers turn over by motivating them and increasing their salaries,

4. Training more teachers in pedagogical studies,

b) To the school administration

1. A good academic performance requires teachers, students, workers motivation in

terms of salaries and materials as free working condition makes performance

improve.

2. Frequent inspection by school administrator on service derived by teachers

5.4 Suggestions for Further Research

Due to resource constraint and time limit the study was carried out only in Kicukiro district.

More studies can be carried out in other divisions of other provinces particularly in rural and country at large to gather adequate information on the area of study.

Look into government policy on teachers skills regulation in secondary schools in Rwanda whether it addresses the issues which corrects the impact of their skills on performance of students. The role of school administrators in improving the performance of students in national examinations.

40

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APPENDICES

i

APPENDIX I. REQUEST FOR CONDUCT EDUCATIONAL RESEARCH, KICUKIRO DISTRICT KIGALI CITY

0782288206/0727442810

[email protected]

september 11th, 2015

Mayor,

Kicukiro District

Dear Sir,

REQUEST FOR ACCESS TO SCHOOLS TO CONDUCT EDUCATIONAL RESEARCH

I would like to request for the permission to administer questionnaires to teachers and head teachers in your district. I am a student in masters of education at Mount Kenya University,

Kigali campus. I am conducting an educational research project entitled‖teachers‘ skills and students performance in national examinations case study of Kicukiro district, Rwanda‖. The study will be carried out in secondary schools. Schools that will be covered by the study fall under Kicukiro district.This study aims at establishing the relationship between the teachers' skills and the students' performance in national examinations.

The target populations are head teachers and teachers in selected secondary schools. The study will not disrupt the smooth running of targeted schools. I hope that this study will contribute to the understanding of the effect that the teachers‘ skills can play in the professional development of the teaching and learning process, as well as to the students‘ performance.

I will be very grateful if my request is accepted.

Yours Faithfully,

MACUMU Valens

ii

APPENDIX II: RESEARCH AUTHORIZATION

iii

APPENDIX III: PERMISSION TO CARRY OUT DATA COLLECTION

iv

APPENDIX .IV. QUESTIONNAIRE TO HEAD TEACHERS The aim of this questionnaire is to collect information from teachers about the teachers‘ skills and its effect on the students‘ academic performance in secondary schools in Kicukiro District.

There are no wrong answers .The information collected will be confidential and will not be used for any other purpose. The respondents are requested to be as honest as possible.

INSTRUCTION

● Make a tick (√) in the appropriate block in response to each question. To elaborate use the space provided for that.

●Should you wish to add a comment on this research, please add it in the space provided.

●All enquiries regarding this research and questionnaire may be addressed to:

Valens MACUMU

Mount Kenya University

TEL: 0782288206

0727442810

v

SECTION I. IDENTIFICATION OF RESPONDENT

SECTION A: Profile of respondents

1. Gender of respondent

i. Male ( )

ii. Female ( )

2. Age of respondents

i. 25- 30 ( )

ii. 21-40 ( )

iii. Above 40 ( )

3. Education Qualifications ( tick (√) the appropriate)

i. Bachelor‘s degree in education ( )

ii. Master‘s degree in education ( )

4. Working experience i. Less than 3 years ( )

ii. 3- 5 years ( )

iii. Above 5 years ( )

SECTION B: Cross ended questions.

A. To find out the level of skills of teachers in Kicukiro secondary schools.

A.1 Fill the following table below by providing information required

Name of school Number of teachers

A.2 Fill the following table below by providing information related to formal education in your school

Number of Number of Number of Number of Other. Specify teachers with teachers with teachers with teachers with A2 master‘s degree Bachelor‘s Diploma ( A1) secondary

degree( Ao) certificate

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A.3 Fill the following table below by providing information related to the teaching experience

Teachers with less than 2years Teachers between 2-5 years Teachers above 5 years

A.4 Fill the following table below by providing information related to the professional trainings of teachers

Number of trained teachers Number of non-trained teachers

A.5 Fill the following table below by providing information related to pedagogical studies

Number of teachers with pedagogical studies Number of teacher without pedagogical studies

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B. To assess the level of students performance in O’ level national examination in Kicukiro district

Number of Number of Number of Number of Number of students in students in students in students in students in division I division II division III division IV division U

C. Open ended questions

1. What are other factors that can influence the performance of students in National

examination?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

2. Briefly, explain how teachers skills can influence the performance of students in

National examination

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………..

3. What are challenges encountered while trying to improve the quality of education?

…………………………………………………………………………………………

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…………………………………………………………………………………………

…………………………………………………………………………………………..

4. Would you site some solutions of the problems mentioned above?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

5. What other information would you like to add concerning the teachers skills and

students performance in national examination?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

Thank you for your contribution

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APPENDIX V: THE SCORE FOR RESULTS IN O LEVEL NATIONAL EXAM IN KICUKIRO DISTRICT (2012)

Place Name of school Participant Div I Div Div Div U % For % Excellent s II III IV success in Div I and II 1 ES KANOMBE 85 43 30 5 7 0 100 85.9 EFOTEK 2 KAGARAMA SS 136 55 48 21 12 0 100 75.7 3 KING DAVID AC 84 20 25 21 18 0 100 54 4 STAR SCHOOL 27 4 6 7 9 1 96 37 5 GS MASAKA 110 8 21 15 47 19 83 26 6 GS GIKONDO 175 11 34 24 93 13 93 26 7 CGFK 73 3 12 8 40 10 86 20.5 8 LYCEE APADE 49 2 8 8 28 3 94 20 9 AUTHENTIC 11 0 2 1 6 2 82 18 INITER .A 10 GS 78 3 10 9 48 8 90 17 MBURABUTURO 11 GS CAMP 152 5 20 6 76 45 70 16 KANOMBE 12 GS KIMISANGE 112 3 15 20 61 13 88 16 13 GS REMERA 140 5 15 13 85 22 84 14 PROTESTANT 14 GS GAHANGA I 124 1 16 19 87 1 99 14 15 GS KICUKIRO 129 5 12 16 89 7 95 13 16 GS GATEN.GA I 187 5 19 16 121 26 86 13 17 ESSA 16 1 1 6 3 5 69 12.5 NYARUGUNGA 18 GS RUSHESHE 38 0 4 2 25 7 82 11 19 GS BUSANZA 88 1 7 7 57 16 82 9.1 20 SAINT PATRICK 23 0 2 2 15 4 83 8.7 21 GS RUBIRIZI 59 0 5 5 40 9 85 8 22 GS MASAKA 89 0 5 8 62 14 84 6 23 GS AIPER 50 0 1 6 31 12 76 2.0 NYANDUNGU KICUKIRO DISTRICT 2035 175 316 245 1060 235 87 % 8 15 12 52 12 24

U: Unclassified Source: Kicukiro Education Officer

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APPENDIX VI .THE SCORE FOR RESULTS IN O LEVEL NATIONAL EXAM IN KICUKIRO DISTRICT (2013)

Place Name of school Participa Div Div Div Div U % For % nts I II III IV success Excellent in Div I and II 1 ES KANOMBE 83 42 36 4 1 0 100 78 EFOTEK 2 KAGARAMA SS 108 48 51 3 6 0 100 99 3 KING DAVID 204 35 52 46 71 0 100 87 AC 4 STAR SCHOOL 31 1 7 13 10 0 96 8 5 GS MASAKA 128 4 18 26 64 16 83 22 6 GS GIKONDO 112 8 34 32 85 13 93 42 7 CGFK 161 4 9 24 105 19 86 13 8 LYCEE APADE 101 3 23 8 57 10 94 26 9 AUTHENTIC 22 4 9 1 8 0 82 13 INITER .A 10 GS 202 5 17 16 123 41 90 22 MBURABUTURO 11 GS CAMP 240 5 19 11 124 81 70 24 KANOMBE 12 GS KIMISANGE 188 3 20 25 100 40 88 23 13 GS REMERA 144 6 20 20 88 11 84 26 PROTESTANT 14 GS GAHANGA I 90 1 14 14 60 2 99 15 15 GS KICUKIRO 96 10 36 24 24 2 95 46 16 GS GATENGA I 183 6 16 22 94 45 86 22 17 ESSA 167 2 10 7 88 60 69 12 NYARUGUNGA 18 GS RUSHESHE 72 0 5 3 40 24 82 5 19 GS BUSANZA 137 3 11 18 86 19 82 14 20 GS RUBIRIZI 187 1 12 13 79 82 83 13 21 GS MASAKA I 102 0 8 3 64 27 85 8 22 GS NYANZA 75 5 14 8 35 5 84 19 23 HIGH HILL 23 1 2 3 9 8 7 3 ACADEMY KICUKIRO DISTRICT 2916 197 443 350 1421 235 87 % 8 15 12 52 12 22.1

Source: Kicukiro Education Office.

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APPENDIX VII .THE SCORE FOR RESULTS IN O’ LEVEL NATIONAL EXAM IN KICUKIRO DISTRICT (2014) Place Name of school Partic Div Div Div Div U % For % ipants I II III IV success Excellent in Div I and II 1 ES KANOMBE 72 49 23 0 0 0 100 100 EFOTEK 2 KAGARAMA SS 111 57 47 6 1 0 100 93.7 3 KING DAVID AC 142 39 57 25 21 0 100 67.6 4 GS KICUKIRO 85 18 33 22 11 1 99 60.0 5 NGLSC 45 6 16 12 10 0 98 48.9 6 AUTHENTIC 21 2 7 5 7 0 100 42.9 INITERA 7 STAR S S S 57 8 16 18 13 2 96 42.1 8 GS GAHANGA I 132 8 41 33 46 4 97 37.5 9 GS APADE 87 6 23 24 25 9 90 33.5 10 GS KIGONDO 169 15 41 47 57 8 91 32.5 11 GS MASAKA 103 8 25 14 47 9 88 32.0 12 GS MURAMBI 103 9 19 37 31 7 93 27.2 13 MARTYRESS SS 74 6 14 12 30 12 84 27.0 14 ESSA 25 1 5 5 8 6 76 24.0 NYARUGUNGA 15 GS BUSANZA 101 3 18 20 49 11 89 20.8 16 GS KIMISANGE 155 4 28 33 71 19 88 20.6 17 GS REMERA 155 6 26 35 77 11 93 20.6 PROTESTANT 18 HIGH HIIL 32 2 4 11 13 2 94 18.8 ACADEMY 19 GS NYANZA 78 3 10 22 36 7 91 16.7 20 GS 133 4 13 27 62 27 80 12.3 MBURABUTURO 21 CGFK 155 1 18 26 71 39 75 11.2 22 GS MASAKA I 178 6 14 35 85 38 79 10.4 23 GS CAMP 202 1 20 26 89 66 67 9.1 KANOMBE 24 GS GATENGA I 121 1 10 23 67 20 83 8.5 25 GS RUSHESHE 59 1 4 5 28 21 64 8.0 26 GS RUBIRIZI 86 0 6 10 49 21 76 7.0 DISTRICT 2679 264 238 533 1004 341 87 29.9

Source: Kicukiro Education Officer

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