Effects of Teachers Qualification and Experience on Students’ Competences in Mathematics Subject in Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n9.009Keywords:
Teachers' Qualifications, Teacher Experience, Students' Competencies, Mathematics, RwandaAbstract
This research investigates the impact of teachers' qualifications and experience on students' competencies in mathematics in Rwandan public secondary schools. The study aimed to assess how teachers' mathematical qualifications influence students' learning outcomes and to analyze the relationship between teacher experience and student competence. A descriptive research design utilizing a mixed-methods approach was employed, with a sample of 185 respondents selected from a population of 343, including mathematics teachers, head teachers, and students. Data was collected through questionnaires, interviews, and document analysis, using SPSS Version 23 for evaluation. The results were presented in tables and shared with stakeholders to promote teacher development and improve student performance in mathematics. Findings revealed that teacher qualifications significantly affect student competence. Specifically, 37.5% of respondents strongly agreed that teaching experience enhances students' understanding, while 50% agreed. The mean score was 4.21 (SD = 1.6). Additionally, 62.5% affirmed that teaching resources and diverse methods positively impact their learning, with a mean of 4.11 (SD = 1.12). The study also highlighted that specialized training in mathematics motivates students, as indicated by 46.5% who strongly agreed and 48.6% who agreed, with a mean of 4.42 (SD = 0.84). The research recommends that the Rwanda Education Board (REB) and schools support teachers through ongoing training and monitoring to enhance teaching quality. It is essential for teachers to ensure students are comfortable with their teaching methods, provide ample exercises, and foster an appreciation for mathematics as a vital subject in everyday life.
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