Influence of Individualized Instruction on Students’ Academic Achievements in Chemistry in Public Day Lower Secondary Schools in Rwanda: A Case of Kicukiro District
DOI:
https://doi.org/10.53983/ijmds.v13n9.021Keywords:
Individualized Instruction, Students’ Academic Achievements, Achievements in Chemistry, Public Day Schools, Public Day Lower Secondary SchoolsAbstract
This study was to find out the influence of individualized instruction on the learners' academic achievements in Chemistry in Public Day secondary schools in Kicukiro district, Rwanda. Specifically, this study determined the influence of pacing on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, It also assessed the influence of student’ tutors on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city, and thirdly it examined the influence of frequent evaluations on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city. This research targeted students from lower secondary public schools, Chemistry teachers, and directors of studies. The sample size of 388 respondents was calculated using the Yamane formula and was composed of 23 DOS, 44 teachers, and 321 students. The data was collected using questionnaires administered to students and teachers, while interviews were administered to the director of studies. Descriptive statistics like mean, percentages, and frequency were used to analyze the data. The study revealed that a significant majority of teachers and students recognize the motivational benefits of hands-on laboratory experiments and group discussions in Chemistry. Notably, 61.4% of teachers and 68.2% of students agreed that independent learning and peer tutoring enhance understanding and performance in Chemistry. Furthermore, 61.4% of teachers emphasized the role of frequent evaluations in maintaining student attentiveness and improving academic performance. A strong positive correlation was identified between effective teaching practices, such as pacing and frequent assessments, and enhanced student outcomes, with a p-value of less than 0.05. In light of these findings, in order to improve Chemistry students' academic achievements, teachers should receive professional development training, parents should be involved, regular feedback mechanisms, and continuous monitoring and evaluation are suggested for individualized instruction strategies.
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