Influence of Adaptive Learning Technology Management on Academic Achievement in Public Primary Schools in Rutsiro District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n05.006Keywords:
Adaptive Learning Technology, ICT Management, Data Management Systems, Academic Achievement, Primary Education, RwandaAbstract
This study investigated the influence of Adaptive Learning Technology (ALT) management on the academic achievement of learners in public primary schools in Rutsiro District, Rwanda. Three dimensions of ALT management were examined: planning for technology, use of Data Management Systems (DMS), and availability of ICT tools. The study employed a mixed-methods descriptive survey design. The target population comprised 18,601 respondents (6,400 teachers, 12,000 students, and 201 headteachers) from 29 public primary schools. A sample of 392 respondents (135 teachers, 253 students, and 4 headteachers) was selected using stratified random, simple random, and purposive sampling techniques. Data were collected through structured questionnaires, semi-structured interviews, and observation checklists. Reliability was assessed using Cronbach's alpha, and content validity was verified using the Content Validity Index. Quantitative data were analysed using SPSS version 21 through descriptive and inferential statistics. Findings revealed that planning for technology positively influenced academic achievement (R = 0.622, R² = 0.387, B = 0.695, p < 0.001), explaining 38.7% of the variance. Use of DMS demonstrated a moderate positive effect (R = 0.563, R² = 0.317, B = 1.034, p < 0.001), accounting for 31.7% of the variation. Availability of ICT tools showed the strongest individual relationship (R = 0.641, R² = 0.411, B = 0.601, p < 0.001), explaining 41.1% of the variance. Qualitative data corroborated quantitative findings, highlighting that deliberate technology planning, data-driven instruction, and equitable ICT access significantly enhance learner engagement and performance. The study concludes that systematic ALT management is critical for improving academic outcomes and recommends strengthening technology integration planning, expanding ICT infrastructure, promoting data-driven decision-making, and investing in continuous teacher professional development.
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