ISSN: 2320-5407 Int. J. Adv. Res.

12(06), 945-955

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/18958

DOI URL: http://dx.doi.org/10.21474/IJAR01/18958

RESEARCH ARTICLE
SINGLE SHIFT IMPLEMENTATION STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE
IN LOWER PRIMARY PUBLIC SCHOOLS IN RWANDA, A CASE OF KARONGI DISTRICT

Irumva Emmanuel1 and Hesbon O. Andala2

1. MED Student, Mount Kenya University.
2. Senior Lecturer, Mount Kenya University.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History The research investigated the single shift implementation strategies and
Received: 20 April 2024 students’ academic performance in lower primary public schools in
Final Accepted: 24 May 2024 Rwanda, a case study of Karongi district. According to the data, 77.6%
Published: June 2024 of respondents strongly agreed that the first objective of the
implementation of single shift in their school is well organized and
Key words:-
Single Shift, Strategies, Single Shift effectively managed; 82.2% strongly agreed that the necessary
Implementation, Students’ Academic infrastructure and facilities are available to support the implementation
Performance, Lower Primary of single shift in our school; and 90.0% strongly agreed that the
teaching staff in their school is adequately trained and prepared for the
implementation of single shift. This result reveals that the school's
single-shift implementation is well organized, there is the availability
of necessary infrastructure, and the teaching staff is adequately trained,
which are indicators of the single-shift implementation strategies. For
the second objective, the study found that 79.8% strongly agreed that
the academic performance of students in our school has improved since
the implementation of single shift. The study found a strong positive
relationship between enhanced teacher-student interaction, improved
school infrastructures, improved class attendance, increased qualified
teachers, curriculum design and improved grades. These findings
suggest that enhanced teacher-student interaction, improved school
infrastructure, improved class attendance, improved grades, and
improved curriculum design all contribute to improved outcomes.
Lastly, as the p-value is smaller than 0.05, the aforementioned
characteristics are positively correlated with academic achievement in
lower primary public schools in the Karongi district of Rwanda. It is
advised that reconsidering students take responsibility for their
learning, attend regularly, seek help, develop good study habits,
participate in extracurricular activities, and implement student-centred
pedagogies. Teachers should provide individualized support, use
various methods, collaborate, and continuously update their skills.

Copy Right, IJAR, 2024,. All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
In the context of education, a "single shift" refers to a system where students attend school during a single
designated time period or shift in a day. This means that all students attend school at the same time, rather than

Corresponding Author:- Irumva Emmanuel 945

Address:- MED Student, Mount Kenya University.
ISSN: 2320-5407 Int. J. Adv. Res. 12(06), 945-955

being divided into multiple shifts or sessions throughout the day. In a single-shift system, all students in a school
attend classes simultaneously, typically for a standard duration of the school day. This allows for a more efficiente
use of resources, including classrooms, teachers, and facilities. It also provides students with longer and
uninterrupted periods of instruction, allowing for more comprehensive coverage of the curriculum and potentially
enhancing learning outcomes. Smyth, (2012).

In Rwanda, according to the Rwanda Education Strategic Plan (2018–2023) In 2018–19 FY, the government plans
to phase out double shift in P5 and progressively in P4 in the subsequent year. This will require more classrooms
and more teachers. While double shift was introduced to ensure all children of school-going age had space for
learning, the considerable time spent out of school when their shift is not in session has been said to be one of the
reasons for low primary completion rates : primary completion dropped from 72.7 percent in 2012 to 60.4 percent in
2015 before improving to 89.62 percent in 2018 (ESA 2017, EMIS 2018). Apart from enhancing the contact time
learners will have with their teachers, transitioning from double shift is also expected to improve completion rates.
As reported by Nsengimana (2020) in KT Press, Rwanda adopted a phased approach, initiating single shifts in select
primary schools in 2018 and gradually expanding the program. This allowed for adjustments based on initial
experiences and prevented widespread disruption. Several reports, including KT Press (2020), suggest positive
initial results. The Rwanda Basic Education Board (REB) reported a significant increase in pass rates for students
transitioning to secondary school after attending single-shift primary education.

According to the 2018 policy document 'Revitalizing Rwandan Education' by the Ministry of Education, the single-
shift system was implemented in lower primary schools. Despite the implementation of the single shift system in
lower primary public schools of Rwanda, there remains a persistent issue of students' academic performance.
Despite government efforts, some schools still lack adequate classrooms and facilities to accommodate all students
in a single shift. According to a 2021 report by the Rwanda Education Board, only 78% of primary schools had
sufficient classrooms for full implementation, leaving 22% with potential overcrowding and logistical issues. This
was also supported by Education district officer of Karongi who said that the implementation of single shift in lower
primary public school remain issues where he identified the problem of, resources limitation,Teacher workload and
shortages and Incomplete infrastructure. (Karongi Primary and Nursery DEO,2023).

The single shift implementation aimed to optimize classroom resources and provide students with quality education
within a single session. However, the current academic performance rates suggest that the intended objectives have
not been fully realized. The existing problem is evidenced by the fact that a substantial percentage of students still
struggle to meet the expected academic standards, hindering their educational progress and overall development.

Therefore,to address this problem, the study proposed to investigate the single shift implementation strategies and
students’ academic performance in lower primary public schools of Rwanda. A case of Karongidistrict. The
research objectives of the study were divided into two categories, namely general objectives and specific objectives.

Theoretical literature
It reviewed the existing theoretical literature; it gave a description of key concepts of the study and reviewed the
existing studies on single shift implementation and student’s academic performance in lower primary public schools
in Rwanda.

Concept of Single Shift System

The concept of a single shift system in schools refers to a scheduling arrangement where students attend school
during a single, extended session, typically spanning the entire day. This system contrasts with the traditional double
shift system, where students are divided into two separate groups attending school in morning and afternoon
sessions.

In the single shift system, all students attend school at the same time, allowing for increased access to quality
education and improved utilization of educational infrastructure. This scheduling arrangement aims to address
challenges related to limited school capacity, overcrowded classrooms, and a shortage of Single Shift
Implementation Strategies in many educational settings. (MINEDUC,2020).

In UK, single-shift schooling and student performance offers a diverse range of perspectives, with studies revealing
both potential benefits and limitations. According to Smyth (2012) in her research on a pilot program introducing

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single shifts in primary schools, Smyth identified improvements in student well-being, with reduced stress and
fatigue leading to increased alertness and engagement in learning. This, she argues, could potentially translate to
improved academic outcomes.

The Single-Shift program in Rio de Janeiro, Brazil, was initially implemented as a pilot in middle schools under the
name of “Carioca Experimental Middle School” (Ginasio Experimental Carioca). The Single-Shift program then
became an important policy for the Rio Municipal Secretariat of Education, and was expanded to other middle and
elementary schools. The full-time school program in Rio de Janeiro, the “Single-Shift Schools” extend the school
day to a 7-hour daily shift that goes from 7:30 AM to 2:30 PM as opposed to part-time schools, in which shifts last
4.5 hours (in both cases the hour sum includes breaks and meals).4 Extending the school day from 4.5 to 7 hours
involves creating a diverse curriculum and promoting innovative and comprehensive ways of using the extra school
hours, including additional class time and extracurricular activities of a wide range of fields. Prior to becoming
Single-Shift schools, many schools were already full-time, but with a different full-time format, with 9 to 10 hours
of classes in double shifts. The goal of Rio MSE is that all municipal schools ultimately follow the Single-Shift
School model.

Single Shift Implementation in Lower Primary Schools

The Rwandan education system has undergone significant shifts in recent years, most notably the transition from a
double-shift system to a single-shift system in lower primary schools (P1-P3). While this policy aims to improve
educational quality, its level of implementation and effectiveness remain under scrutiny. Rwanda's Public Schools
Adjusting to Single Shift (KT PRESS, 2020): This article, based on interviews with school administrators and
teachers, provides qualitative insights into the early stages of single-shift implementation. It highlights challenges
like classroom shortages, teacher recruitment, and curriculum adjustments. However, it also reveals positive findings
like improved student academic performance and teacher-student interaction. Better teachers, more schools, new
curriculum, Rwanda's education looks bright (Mineduc,2021), This official Ministry of Education (MINEDUC)
document, while lacking in-depth analysis, presents data on the progress of single-shift implementation. It
emphasizes increased school construction, reduced student-teacher ratios, and the introduction of a new competence-
based curriculum. According to the basic education sector analysis report - Rwanda (JICA, 2015), This pre-single-
shift report offers valuable context for understanding the policy's rationale. It identifies challenges like limited
infrastructure, high student-teacher ratios, and inadequate teaching materials, which the single-shift system aims to
address.

Single Shift System on quality of education

The implementation of single-shift systems in primary education has potential implications for learning outcomes.
While proponents argue for improved learning due to increased teacher-student interaction and better resource
utilization. A study by Hanushek et al. (2013) in developing countries found that transitioning from double to single
shifts led to significant gains in student test scores, particularly in mathematics. Similarly, a study by Glewwe et al.
(2020) in Indonesia observed enhanced learning outcomes in single-shift schools, attributing it to increased
instructional time and teacher dedication. A report by the World Bank (2018) identified the potential for single shifts
to foster a more cohesive school community. With teachers and students present throughout the day, collaboration
and communication can flourish, leading to a more supportive learning environment.

Single shift implementation and student’s academic Performance

The impact of single shift implementation on student academic performance is a complex issue with mixed findings
and various influencing factors. This review explores the existing literature to understand the potential benefits and
drawbacks of single shift and how it might affect student learning outcomes.Extended class time facilitates stronger
relationships between teachers and students, enabling personalized feedback, mentoring, and targeted support
(Nsengimana and Murabukirwa, (2020).Single shift can alleviate teacher workload by minimizing class transitions
and preparation time, potentially leading to increased energy and effectiveness in the classroom (KT Press, 2020).By
eliminating the afternoon shift, students may experience decreased distractions and fatigue, leading to better
concentration and engagement in morning classes (Typeset, 2023).The effectiveness of single shift can be
influenced by how it is implemented. Factors like teacher training, curriculum adjustment, and community
engagement can play crucial roles (KT Press, 2020).The impact of single shift may vary depending on the
socioeconomic background of the student population. Access to resources, family support, and other external factors
can influence how students respond to the change (A Comparative Study on Single-Shift and Double-Shift
Schedule, 2022).The relationship between single shift implementation and student academic performance is

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multifaceted and context-dependent. While potential benefits like School timetable and improved teacher-student
interaction exist, challenges like logistical hurdles and individual differences cannot be ignored. Further research is
needed to explore the long-term impact of single shift on diverse student populations in different contexts,
considering implementation strategies and potential mitigating factors.

Self-Determination Theory
A theoretical framework refers to a set of established theories, concepts, and principles that provide the
foundation for the study. SDT is an approach to human motivation and personality that uses traditional empirical
methods while employing an organismic metatheory that highlights the importance of human evolved inner
resources for personality development and behavioral self-regulation (Ryan, Kuhl, & Deci, 1997). Thus, its arena is
the investigation of people's inherent growth tendencies and innate psychological needs that are the basis for their
self-motivation and personality integration, as well as for the conditions that foster those positive processes.

Single-shift school systems, where everyone attends classes at once, offer a unique platform for exploring the
interplay between self-determination and academic performance. While the impact remains complex and
multifaceted, the extended learning blocks and potential for deeper relationships inherent in single-shift systems
present both opportunities and challenges for fostering student autonomy, competence, and relatedness – the
cornerstones of self-determination theory (Deci & Ryan, 2017). Longer, uninterrupted time blocks can facilitate in-
depth explorations of complex topics, enabling students to delve into personal interests and engage in project-based
learning (Hidi & Renninger, 2006).

Conceptual Framework
The conceptual framework indicated a summary of the relationship between the variables in this study.

Independent Variable Dependent Variable

Student academic performance
Single shift implementation
strategies
 Increased Instruction Time
 Increased number of qualified teachers  Improved grades
 Improved School infrastructures  Enhanced Teacher-Student
 Curriculum design interaction
 School timetable  Improved class attendance
Figure 1Figure 2.1
conceptual framework

Intervening variables
 Class timetable.  Government policies
 School environment
 Students’ attitudes and values
 Parental involvement

Figure 2.1:- Conceptual Framework.

Source: Researcher (2024)

The figure above shows how the single shift implementation strategies affected student academic performance.
Independent variable is single shift implementation strategies and its indicators include Increased number of
teacher’s qualification, Improved School infrastructures, Adequate staff, Curriculum design, Adequate studying plan
eg : Timetables while dependent variable is student academic performance and its indicators will be School

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timetable, Improved grades, enhanced teacher-student interaction, Improved class attendance. to link all these two
variables there is intervening variables.

Methodology:-
Research Design
This research study employed Mixed method research design ; this research designs a procedure for collecting,
analyzing, and mixing both quantitative and qualitative research and methods in a single study to understand a
research problem. .

Target population
The target population of this study was composed by T eachers and Head teachers, Sector Education Officers
(SEOs) and District Education Officers (DEOs) in the collection of data. Therefore, the target population of
this study was 2250 teachers and 153 head teachers, 13 Sector education officers and 2 Distric t education
officers which made the total of 2420 target population of Karongi district as case study. The participants will
N
be 264 people as illustrated below : n = Where n=sample size, N=total population, e= expected degree of
1+N(e)2
precisions, where e= 1-P and P is 0.95 then e=1-0.95, e=0.05
2420
n=1+2420 ×0.05 2 = 343 people

Table 3.1:- Target Population and Sampled Size.

Respondents Population Sample size
Teachers 2252 319
Head teachers 153 21
SEOs 13 2
DEOs 2 1
TOTAL 2420 343

Researcher,2024
Findings and Discussion:-
This research gathered data on gender profile, age group, education level, teaching experience in lower primary
public schools in Karongi district, Rwanda.

Gender of Respondents
Respondent’s gender profile was very important in assess the single shift implementation strategies and students’
academic performance in lower primary public schools in Rwanda, case of Karongi district.
Table 4.1:- Gender Profile of Respondents.
Teachers Head Teacher SEOS DEO
N % N % N % N %
Male 182 53.1 15 71.4 2 33.3 1 100.0
Female 161 46.9 6 21.57 - 66.7 - -
Total 343 100.0 21 100.0 2 100.0 1 100.0
Source: Primary Data (2023)

Information given in Table 4.1, 53.1 percent of the Teachers in this survey were male, while 46.9% were female. In
the case of head teachers, 71.4% are men and 21.57% were female. In this regard, 100.0% of SEOS are men,
whereas only 100.0% DEO was men. This suggested that there was a gender balance, but also female emancipation
in lower primary public schools in Karongi district, Rwanda

Age of Respondents
It is crucial to give information on the age group of respondents, as shown in Table 4.2.
Table 4.2:- Age Group of Respondents.
Age of Respondents Frequency Percentage
20-25 Years 150 43.07
26-30Years 79 32.03

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31-35 Years 60 17.4

36-40 Years 33 9.62
41-50 Years 21 6.12
Total 343 100.0
Source : Primary Data, 2024

As reflected in Table 4.2, 43.0% of respondents are between 20 and 25 years of age, 32.03% of respondents are
between 21 and 25 years’ age, 32.03% of respondents are between 26 and 30-years’ age, 17.4% of respondents who
were involved in the study process were between 31 and 35 years, and finally, 9.62% of respondents who were
involved in the study process were also between 36 and 40 years. This means that age characteristics were balanced
in this study. Abbott's (2015) findings revealed that PBL in single-shift systems increased student engagement and
grasp of complex topics, despite the slightly less conventional content presented. He noticed that the bulk of replies
fell between the ages of 17 and 20. The researcher acquired relevant information because of the availability of adult
respondents.

Education Qualification of Respondents

It was necessary to assess the highest level of qualification attained by respondents from ordinary level of
secondary, advanced level of secondary schools, bachelor’s degree, master degree to doctoral degree.
Table 4.3:- Education Attainment.
Statement Teachers Head teachers SEOS DEO
N % N % N % N %
Ordinary Level - - - - - - - -
Advanced Level 343 100 -16 76.19 - - - -
Bachelors - - 5 23.8 1 50.0 1 100.0
Masters - - - - 1 50.0 - -
PhD - - - - - -
Total 343 100.0 21 100.0 2 100.0 1 100.0
Source: Geography Data (2024)

According to the information presented in Table 4.3, 343 (100%) teachers were studying at the advanced level, 16
(100.0%) head teachers are studying at the advanced level of secondary schools, and 5 (23.8%) hold bachelors. In
the case of SEOS, 50.0% hold a bachelor's degree, and 50.0% of head teachers hold a master's degree. The results
of this study are significant because they demonstrate that the respondents remember the information, they value
most, use it when appropriate, and evaluate how well they have learned.

Distribution by Work Experience

Learning/teaching experiences for research participants is categorized by < one year, one and three years, four and
six years and more six years. Data is shown in Table 4.4.
Table 4.4:- Experience of the respondents.
Ages Teachers Head Teachers SEOS DEO
Years N % N % N % N %
<5 43 12.5 2 9.5 1 50.0 - -
5> 10 210 61.22 15 71.4 1 50.0 1 100.0
<10 90 26.23 4 19.04 - - - -
Total 343 100.0 21 100.0 2 100.0 21 100.0
Source : Data (2024)

According to the data in Table 4.4, 43 (12.5%) teachers have five years of experience, 210 (61.22%) have between 5
and 10 years of experience, and 90 (26.23%) have more than 10 years of experience. In a group of school head
teachers, 2 (9.5%) years of experience 15 (71.4%) have between 5 and 10 years of experience, while 4 (19.04%)
have more than 10 years of experience. Regarding SEOS, 1 (50.0%) has five years of experience, 1 (50.0%) has
between 5 and 10 years of experience, and 4 (19.04%) has above 10 years of experience. Finally, the DEO has 7
years of experience.

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Presentation of Findings
The study analyses the data gathered in accordance with research objectives and dependent variables. The study
gathered qualitative and quantitative information from 343 respondents, assessed the implementation strategies of
single shift in lower primary public schools in Karongi district, examined the students’s academic performance that
is due to single shift implementation strategies in lower primary public schools in Karongi district.

The implementation strategies of single shift in lower primary public schools

The research assessed the indicators of the implementation strategies of single shift in lower primary public schools
in Karongi district, such as the Increased number of qualified teachers, improved school infrastructure, curriculum
design, and school timetable. The results in Table 4.5 indicate the responses to impressions on the implementation
strategies of single shift in lower primary public schools in Karongi district. According to the perceptions of
teachers, 77.6% strongly agreed that the implementation of single shift in their school is well organised and
effectively managed ; 82.2% strongly agreed that the necessary infrastructure and facilities are available to support
the implementation of single shift in our school ; and 90.0% strongly agreed that the teaching staff in their school is
adequately trained and prepared for the implementation of single shift.

Table 4.5:- Teachers' impressions on the implementation strategies of single shift in lower primary public schools.
Statements Strongly Disagree Neutral Agree Strongly Mean Std
Disagree Agree
N % N % N % N % N %
The implementation of single 1 0.3 2 0.6 12 3.8 20 6.3 284 77.6 1.20 .662
shift in our school is well
organized and effectively
managed.
The necessary infrastructure 0 0.0 1 0.3 7 2.2 10 3.1 301 82.2 1.12 .550
and facilities are available to
support the implementation of
single shift in our school.
The teaching staff in our 0 0.0 3 0.9 13 4.1 16 5.0 287 90.0 1.23 .724
school is adequately trained
and prepared for the
implementation of single shift
Source : Primary Data, 2024

Table 4.5:- Head teachers’ impression on the implementation strategies of single shift in lower primary public
schools in Karongi district.
Statements Strongly Disagree Neutral Agree Strongly Mean Std
Disagree Agree
N % N % N % N % N %
The implementation of single 1 4.8 2 9.5 2 9.5 5 23.8 11 52.4 1.38 .805
shift in our school is well
organized and effectively
managed.
The necessary infrastructure 0 0.0 0 0.0 1 4.8 1 4.8 19 90.5 1.14 .478
and facilities are available to
support the implementation of
single shift in our school.
The teaching staff in our school 0 0.0 1 4.8 1 4.8 3 14.3 16 76.2 1.90 1.221
is adequately trained and
prepared for the
implementation of single shift
Source: Primary Data, 2024

Results in Table 4.6 indicate the responses on the implementation strategies of single shift in lower primary public
schools in Karongi district. The respondents indicated that 52.4% of head teachers strongly agreed that the

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implementation of single shift in our school is well organised and effectively managed., 90.5% of head teachers
strongly agreed that the necessary infrastructure and facilities are available to support the implementation of single
shift in our school, and 76.2% strongly agreed that the teaching staff in our school is adequately trained and prepared
for the implementation of single shift.

The student’s academic performance that are due to single shift implementation strategies in lower primary
public schools
This study analyzed level of the student’s academic performance that are due to single shift implementation
strategies in lower primary public schools in Karongi district.

Table 4.6:- Teachers the perception on the student’s academic performance that are due to single shift
implementation strategies in lower primary public schools in Karongi district.
Statements Strongly Disagree Neutral Agree Strongly Mean Std
Disagree Agree
N % N % N % N % N %
The academic performance of 0 0.0 1 0.3 10 3.1 16 5.0 292 79.8 1.24 .679
students in our school has
improved since the
implementation of single shift.
The implementation of single 1 0.3 2 0.6 12 3.8 33 10.3 271 74.0 1.15 .569
shift has positively affected
students' concentration and
focus in the classroom.
The implementation of single 0 0.0 11 3.4 13 4.1 16 5.0 279 76.2 1.26 .733
shift has increased students'
access to educational resources
and materials
Source: Primary Data, 2024

Information depicted in Table 4.7, 79.8% of teachers agreed that the academic performance of students in our school
has improved since the implementation of single shift., 74.0% teachers Strongly agreed that the implementation of
single shift has positively affected students' concentration and focus in the classroom. Additionally, 76.2% teachers
strongly agreed that the implementation of single shift has increased students' access to educational resources and
materials.

Table 4.7:- Head teachers’ perception on the student’s academic performance that are due to single shift
implementation strategies in lower primary public schools in Karongi district.
Statements Strongly Disagree Neutral Agree Strongly Mean Std
Disagree Agree
N % N % N % N % N %
The academic performance of 0 0.0 1 4.8 2 9.5 4 19.0 14 66.7 1.48 1.078
students in our school has
improved since the implementation
of single shift.
The implementation of single shift 0 0.0 1 4.8 1 4.8 3 14.3 16 76.2 1.62 .973
has positively affected students'
concentration and focus in the
classroom.
The implementation of single shift 0 0.0 0 0.0 2 9.5 7 33.3 12 57.1 1.48 .680
has increased students' access to
educational resources and
materials
Source: Primary Data, 2024

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Results presented in Table 4.8, 66.7 % of head teachers agreed that the academic performance of students in our
school has improved since the implementation of single shift., 76.2% Head teachers Strongly agreed that the
implementation of single shift has positively affected students' concentration and focus in the classroom.
Additionally, 57.1% Head teachers strongly agreed that the implementation of single shift has increased students'
access to educational resources and materials.

The data presented in Table 4.10 indicates regression coefficients for the single shift implementation strategies. It
showed scores in the national examination. Were statistically positively significant to the increased number of
qualified teachers (B =.474, p-value = 0.002). Results show that improved school infrastructures had a negatively
statistically significant increase in instructional time (B = -.464, p-value = 0.001). Therefore, results show that
increased instruction time significantly affects curriculum design (B = 0.261, p-value =.001).

Table 4.8:- Regression Coefficients between independent variable and Increased Instruction Time.
Model Unstandardized Coefficients Standardized T Sig.
Coefficients
B Std. Error Beta
1 (Constant) .469 .098 4.775 .000
Increased number of .223 .066 .474 3.371 .002
qualified teachers
Improved School -.025 .061 .464 1.407 .001
infrastructures
Curriculum design .097 .059 .261 1.641 .001
a. Dependent Variable : Scores in national examination.
Source : Primary Data, 2024

Table 4.9:- Regression Coefficients between independent variable and Improved grades.
Model Unstandardized Coefficients Standardized T Sig.
Coefficients
B Std. Error Beta
1 (Constant) 2.127 .284 7.486 .000
Increased number of -.040 .187 -.052 -.212 .834
qualified teachers
Improved School -.030 .178 -.045 -.167 .868
infrastructures
Curriculum design -.087 .174 -.137 -.502 .619
a. Dependent Variable: Improved grades
Source : Primary Data, 2024

The data presented in Table 4.11 indicates regression coefficients for single-shift implementation strategies. It
showed that an increased number of qualified teachers was not statistically significant for improved grades (B = -
.052, p-value =.834). Results show that improved school infrastructures were not statistically significant for
improved grades (B = -.052, p-value =.868). Therefore, results show that curriculum design is significantly
associated with improved grades (B = -.045, p-value =.619). The above result of regression analysis indicated that
there is no significant relationship between the independent variables increased number of qualified teachers,
meaning that those independent variables can each affect improved grades.

Table 4.10:- Regression analysis between Independent Variable and Improved class attendance.
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
1 (Constant) .010 .033 .302 .763
Increased number of -.125 .040 -.124 -3.089 .002
qualified teachers
Improved School .485 .074 .481 6.535 .000
infrastructures

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Curriculum design -.087 .174 -.137 -.502 .619

a. Dependent Variable : Improved class attendance
Source : Primary Data, 2024

The data presented in Table 4.12 indicates regression coefficients for the single shift implementation strategies. It
showed that an increased number of qualified teachers was negatively statistically significant for improved class
attendance (B =.124, p-value =.002). Results show that improved school infrastructures were positively statistically
significant with improved class attendance (B =.481, p-value = 0.000). Therefore, results show that curriculum
design negatively affects improved class attendance (B = -.137, p-value =.619).

Table 4.11:- Regression analysis between independent variable and Enhanced Teacher-Student interaction.
Model Unstandardized Coefficients Standardized T Sig.
Coefficients
B Std. Error Beta
1 (Constant) 1.441 .148 9.709 .000
Increased number of -.345 .315 .379 -1.096 .001
qualified teachers
Improved School .032 .179 .435 .177 .000
infrastructures
Curriculum design .918 .330 .996 2.785 .006
a. Dependent Variable : Enhanced Teacher-Student interaction
Source: Primary Data, 2024

The data presented in Table 4.13 indicates regression coefficients for The single shift implementation strategies. It
showed that Increased number of qualified teachers were negatively statistically significant for Enhanced Teacher-
Student interaction (B =.124, p-value =.002). Results show that Improved School infrastructures were positively
statistically significant with Enhanced Teacher-Student interaction (B =.481, p-value = 0.000). Therefore, results
show that Curriculum design negatively affect Enhanced Teacher-Student interaction (B =-.137, p-value =.619).
From the above result of regression analysis reveals that increased number of qualified teachers negatively impact
enhanced teacher-student interaction while improved School infrastructures positively affect Enhanced Teacher-
Student interaction, and Curriculum design negatively affect Enhanced Teacher-Student interaction.

Conclusion and Recommendations:-

Conclusion:-
Reconsidering findings from this present research and the first research objectives, the study reveals that most
commonly, the indicators of the single shift implementation strategies in Karongi district, Rwanda, are an increased
number of qualified teachers, improved school infrastructures, and curriculum design, which indicate single shift
implementation strategies.

The second objective of the study revealed that increased instruction time, improved grades, enhanced teacher-
student interaction, and improved class attendance are key indicators of academic success. The study revealed that
79.8% of teachers believe the implementation of a single shift improved students' academic performance,
concentration, and access to educational resources, while 74.0% strongly agreed.

Results from objective three indicated that single shift implementation strategies and students’ academic
performance in lower primary public schools in Karongi district were positively and statistically correlated since
most of their level of significance was more than 0.05 in association with the academic performance of students in
lower primary public schools in Karongi district.

Recommendation of the Research:-

Students should take responsibility for their own learning and actively engage in their studies. Attend school
regularly and be punctual. Seek help from teachers or peers when facing difficulties in understanding the material.
Develop good study habits and time management skills. Participate in extracurricular activities to enhance their
overall development.

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Teachers should implement student-centered pedagogies that promote active learning and critical thinking. Provide
individualized support to students who are struggling academically. Use a variety of teaching methods and resources
to cater to different learning styles. Collaborate with colleagues to share best practices and improve teaching
strategies. Continuously update their knowledge and skills through professional development opportunities.

Parents should be actively involved in their child's education and maintain open communication with teachers.
Create a conducive learning environment at home and provide necessary resources for studying. Support and
encourage their child's academic pursuits. Monitor their child's progress and provide guidance when needed. Attend
parent-teacher meetings and engage in school activities.

Non-Governmental organizations should collaborate with the government and other stakeholders to support
educational initiatives. Provide resources, training, and support to teachers and schools. Conduct research and share
best practices to improve educational outcomes. Advocate for policies and programs that promote inclusive and
quality education. Engage with parents and communities to raise awareness about the importance of education.

These recommendations aim to improve the implementation of single shift strategies and enhance students'
academic performance in lower primary public schools in Rwanda. By working together, students, teachers, parents,
the Ministry of Education, the Government, and NGOs can contribute to the overall improvement of the education
system in the country

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