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

12(07), 376-383

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/19065

DOI URL: http://dx.doi.org/10.21474/IJAR01/19065

RESEARCH ARTICLE
EFFECTS OF INSTRUCTIONAL MEDIA ON LEARNERS’ COMPETENCES IN MATHEMATICS IN
PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF RULINDO DISTRICT

Haragirimana Jean Marie Vianney and Dr. Mugiraneza Faustin (PhD)

School of Education, Mount Kigali University, Rwanda.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History This study explored the impact of instructional media on mathematics
Received: 07 May 2024 competencies in public secondary schools in Rulindo, Rwanda.
Final Accepted: 14 June 2024 Employing a descriptive and correlational design with a mixed
Published: July 2024 approach, the study aimed to identify influential instructional media,
assess mathematics competence levels, and determine their
Key words:-
Instructional Media, Mathematics relationship. The target population included 616 teachers and 100 head
Competences, Public Secondary teachers, totaling 716 individuals, with a sample size of 257 determined
Schools, Rwanda using the Yamane formula through purposive and random sampling.
Data were collected via questionnaires, documentation research, and a
pilot study, then analyzed using SPSS version 21.Key findings
indicated strong agreement (85.5%-98.6%) on the effectiveness of
computer-based tools, graphing calculators, mathematics textbooks,
and dynamic geometry environments in teaching mathematics.
Significant associations were found (p < 0.05) between competencies in
numeracy, use of instructional media, and students' comprehension of
mathematical subjects. Recommendations included government
scholarships to enhance teachers' mathematics skills, optimized use of
teaching resources, training by MINEDUC, and increased educational
support for students. The study highlighted the need for further research
to explore instructional materials' broader impacts on secondary school
students' mathematics performance.

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

……………………………………………………………………………………………………....
Introduction:-
The rapid advancement of technology in the twenty-first century is relentless. Technology has transcended novelty
to become indispensable in human life, impacting education significantly. Instructional Media (IM), defined as the
science and practice of developing, utilizing, managing, and evaluating learning resources (Uno & Nina, 2010),
plays a crucial role in educational settings, particularly in subjects like mathematics. Mathematics is essential across
daily human activities, serving as a tool to simplify life (Goktepe & Ozdemir, 2013). Therefore, it is imperative to
teach mathematics in ways that foster positive attitudes from an early age, integrating it seamlessly into daily life.

Research conducted in industrialized nations such as the United States, Europe, and Uruguay has consistently shown
widespread acceptance of IM in mathematics education. For instance, Leone, Wilson, and Mulcahy (2010)
emphasized that an inclusive classroom environment, equipped with diverse teaching materials, enhances learner
engagement and educational outcomes. Addressing concerns from earlier decades about low performance in

Corresponding Author:- Haragirimana Jean Marie Vianney 376

Address:- School of Education, Mount Kigali University, Rwanda.
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

mathematics and science, recent initiatives like the Science, Mathematics, and Technology Education initiative
(CEMASTEA, 2010) in Japan have focused on enhancing educational materials and methodologies.

Understanding the unique characteristics of young learners is essential for effective education delivery (Musthafa,
2010), particularly considering their limited attention spans. Technology, highlighted as crucial by the National
Council of Teachers of Mathematics (2000) and Scotland's Curriculum for Excellence (Education Scotland n.d.),
enhances mathematical learning experiences significantly. Cheung and Slavin (2013) found technology to positively
influence student achievement compared to traditional methods, though outcomes vary with different IM
approaches.

In East Africa, challenges persist regarding the implementation of instructional media in primary schools, impacting
students' mastery of fundamental skills like reading and writing (Shirima, 2013; Mtitu, 2014). The Mathematical
Association of Tanzania (MAT) reported alarmingly high failure rates in basic mathematics among secondary
school students (United Republic of Tanzania [URT], 2018), underscoring the need for effective IM integration.

Kenyan schools, like those in other African nations, have recognized the potential of IM to enhance academic
achievement (Otieno, 2010). Projects using projectors in mathematics teaching have shown promise in improving
student engagement and retention (Ashiona et al., 2018). Conversely, inadequate IM can hinder mathematical
comprehension and contribute to passive learning environments (Okongo et al., 2015).

In Rwanda, efforts to integrate ICT into education, aligned with initiatives such as Sustainable Development Goal
Four (SDG4) and Vision 2030, continue to face challenges in providing sufficient instructional resources and
facilities (Nizeyimana & Nkiliye, 2021; Ottevanger, 2011). The Rwandan Education Board (REB, 2015)
underscores the significance of instructional materials within the competency-based curriculum (CBC) to bolster
students' skills and competencies. Primary education in Rwanda commences at age seven and spans six years (REB,
2015). However, there remains a notable research gap in assessing the impact of instructional media on mathematics
competencies in day secondary schools. Globally, the integration of instructional media in mathematics education
remains a pivotal area for enhancement, with diverse challenges and initiatives evident across various educational
settings.

Research Purpose
The study aimed to examine the effects of the use of instructional media on competences in mathematics in public
secondary schools in Rulindo, Rwanda.

Materials and Methods:-

Research Design
According to Kirumbi (2018), research design encompasses the methodologies and processes employed to collect
and evaluate measurements of variables addressed in the study's investigative problem. It specifies the study type
(such as descriptive, correlation, semi-experimental, experimental, review, meta-analytic), sub-type (like
descriptive-longitudinal case study), research problem, hypotheses, independent and dependent variables,
experimental design, and, if applicable, data collection methods and statistical analysis plan. Therefore, this study
employed a descriptive survey research approach integrating both quantitative and qualitative techniques.
Specifically, quantitative methods included a survey conducted via questionnaires distributed to instructors and a
sample of students throughout the study period.

Target Population
A research population is a sizable group of subjects or objects that are the subject of a scientific investigation. The
goal of research is to benefit society as a whole (Hassan, 2019). The population was 616 teachers, and all 100 head
teachers of the schools constitute the study's target population. Since they are in charge of managing administrative
duties and allocating instructional resources in their schools, head teachers were targeted. Instructional media that is
used by math’s teachers as well as implemented by them. In addition, teachers carry out administrative tasks that
have been assigned to them by head teachers.

Data Collection Techniques and Data Sources

Sampling for this study involved employing Taro Yamane's (1967) mathematical approach to determine a sample
size of 257 respondents from the research population. The sampling technique utilized purposeful and random

377
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

selection criteria based on the specific characteristics of the subject under investigation. Purposeful sampling was
employed to select secondary schools based on location and type, and teachers were chosen based on their teaching
level and subject expertise. Additionally, stratified random sampling was used to select head teachers as key
informants. Data collection methods included questionnaires, which gathered demographic information and closed-
ended responses, supplemented by guided interviews to explore qualitative insights on instructional media's impact
on mathematical competencies in Rwandan public secondary schools. These methods ensured comprehensive data
collection, combining structured quantitative data with nuanced qualitative perspectives to enrich the study's
findings.

Ethical Considerations
In social research, obtaining informed consent is crucial, allowing participants to weigh the benefits and risks before
deciding to participate (Howe & Moses, 1999). The researcher clearly explained the study's purpose, participants'
roles, and ensured their voluntary participation without coercion. Privacy protections were also emphasized to
maintain confidentiality. Maintaining anonymity is essential to uphold ethical standards (Gay, Mills, & Airasian,
2009); participants were instructed not to disclose their names on questionnaires to safeguard their information.
Proper citation and referencing practices were employed to acknowledge existing work and minimize plagiarism,
adhering to MKUR guidelines. The findings were faithfully reported based on respondents' responses to ensure
accuracy and integrity.

Results and Discussions:-

The study analyzed data through frequency and percentage tables, focusing on the impact of instructional media on
mathematics competencies in public secondary schools, competency levels in mathematics, and the correlation
between instructional media usage and mathematics competencies in Rulindo District, Rwanda.

The instructional media that affect competences in mathematics in public secondary schools in Rulindo
district, Rwanda
The following table indicate the perception of teachers on the instructional media that affect competences in
mathematics in public secondary schools in Rulindo district, Rwanda
Table 1:- Answers from teachers on the instructional media that affect competences in mathematics in public
secondary schools in Rulindo district, Rwanda.
Strongly Disagree Neutral Agree Strongly Total Mean Sdv
Disagree Agree
N % N % N % N % N %
Computer-based 221 1.61 .992
technological tools in 1 0.5 13 5.9 18 8.1 37 16.7 152 68.8
mathematics indicate
instructional media in
mathematics
Using graphing calculators in 221 1.15 .531
mathematic subject mean that 0 0.0 1 0.5 2 0.9 14 6.3 204 92.3
am using technology
Using Mathematics Test 221 1.22 .611
books teaching and learning 1 0.5 1 0.5 13 5.9 16 7.2 190 86.0
indicate instructional media
in teaching mathematics
subject
Using dynamic geometry 221 1.64 .788
environments indicate 0 0.0 2 0.9 31 14.0 72 32.6 116 52.5
instructional media in
teaching mathematics subject
Source: Primary data (2024)
Based on Table 1, the use of computer-based technological tools in mathematics, such as instructional media, was
strongly supported by 68.8% of respondents, with an additional 16.7% in agreement. Similarly, 92.3% strongly
agreed and 6.3% agreed that graphing calculators are integral to teaching mathematics. Mathematics textbooks were
viewed as instructional media by 86.0% who strongly agreed and 7.2% who agreed. Dynamic geometry

378
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

environments were also recognized as instructional media, with 52.5% strongly agreeing and 32.6% agreeing. These
findings underscore that a majority (68.8%) strongly acknowledge the role of various technological tools and
resources in mathematics education. According to Umuhoza (2022), Rwanda's Vision 2030 program emphasizes
lifelong learning, inclusivity, and high-quality education, reflected in its competency-based curriculum (CBC)
designed to enhance student skills and competencies through effective engagement with course materials.

Table 2:- Heads of teacher’s perception on the instructional media that affect competences in mathematics in public
secondary schools in Rulindo district, Rwanda.
Statement on instructional Strongly Disagree Not Agree Strongly Total Mean Sdv
media Disagree Sure Agree
N % N % N % N % N %
The use of mathematics test 178 1.14
books for teaching and learning, 1 2.8 3 8.3 5 13.9 5 13.9 22 61.1 36
which denote instructional
material in the teaching of
mathematics.
The use of graphing calculators 0 0.0 1 2.8 3 8.3 2 5.6 30 83.3 36 1.31 .749
in math class, which indicates
that I am utilizing technology.
use of dynamic geometry 1 2.8 1 2.8 3 8.3 6 16.7 25 69.4 36 1.53 .971
environments as an instructional
medium in mathematics
teaching.
use of computer-based 0 0.0 2 5.6 8 22.2 9 25.0 17 47.2 36 1.94 1.12
technical tools in mathematics
to denote the educational
medium of mathematics.
Source: Primary Data (2024)
Table 2 presents responses from head teachers regarding instructional materials in mathematics teaching. It shows
that 61.1% strongly agreed and 13.9% agreed that mathematics textbooks are essential instructional materials, while
83.3% strongly agreed and 5.3% agreed that graphing calculators signify the use of technology in math classes.
Additionally, 69.4% strongly agreed and 16.7% agreed on dynamic geometry environments as instructional media in
mathematics teaching, and 47.2% strongly agreed with 25.0% agreeing on computer-based technological tools as
educational mediums in mathematics. According to Twizeyimana (2024), this study examines the correlation
between students' attitudes toward learning science courses in Rwandan secondary schools and teachers' utilization
of instructional resources. The sample included 63 teachers from Muhanga district, surveyed through questionnaires
and an online survey. The study found significant associations between the integration of audio-visual aids,
laboratory equipment, models, drawings, illustrations, photos, and visual aids. It suggests that leveraging diverse
instructional resources enhances student engagement and attitudes in the learning process.

The level of competences in mathematics in public secondary schools in Rulindo district, Rwanda
This study aimed to assess the level of mathematical competencies in public secondary schools in Rulindo district,
Rwanda. To achieve this, respondents expressed their views through an online survey. In addition, the researcher
analyzed various records related to mathematics levels in secondary schools across Rulindo District. Respondents'
opinions were rated on a scale ranging from strongly disagree (SD), disagree (D), not sure (NS), agree (A), to
strongly agree (SA), with assigned numerical values of 1, 2, 3, 4, and 5, respectively.

Table 3:- Mathematical teachers s' perspectives on the level of competences in mathematics in public secondary
schools in Rulindo district, Rwanda.
Strongly Disagree Neutral Agree Strongly
Disagree Agree
N % N % N % N % N % Tot Mean Sdv
Skilled students in numeracy 221 1.9 1.273
show me the competencies in 9 4.1 12 5.4 26 11.8 36 16.3 138 62.4
mathematics

379
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

basic arithmetic skills indicate 221 1.12 .485

me the level of students the 0 0.0 1 0.5 2 0.9 11 .7 101 84.9
competencies in mathematics
Improved scores the level of 221 1.33 .683
student’s performance me the 1 0.6 1 0.5 18 8.1 29 13.1 172 77.8
level of competencies in
mathematics
understanding and computing 221 .683 .799
geometrical shapes indicate 0 0.0 2 0.9 33 14.9 69 31.2 117 52.9
me the level of competencies
in mathematics
Source: Primary Data (2024)
Results from Table 3 indicate that in public secondary schools, 62.4% strongly agreed and 16.3% agreed that
proficiency in numeracy reflects competencies in mathematics, while 84.9% strongly agreed and 11.7% agreed that
basic arithmetic skills demonstrate students' competencies. Moreover, 77.8% strongly agreed and 13.1% agreed that
improved scores correlate with mathematics competencies, and 52.9% strongly agreed with 31.2% agreeing that
understanding and computing geometrical shapes signify competencies in mathematics. According to Edouard's
(2021) research on mathematics performance in Rwandan public secondary boarding schools, which included 1761
students from E.S. Nyamugali, E.SES Rukozo, Inyange Girls' School of Sciences, and LNDV Girls' School,
maintaining a positive learning environment, good behavior, and punctual attendance were found crucial for
academic success. The study also highlighted mixed findings regarding the impact of a competitive culture on
performance, emphasizing the importance of discipline and a supportive learning environment.

Table 4:- Heads Teacher’s perception on the level of competences in mathematics in public secondary schools in
Rulindo district, Rwanda.
Statement Strongly Disagree Not Agree Strongly Total Mean Sdv
Disagree Sure Agree
N % N % N % N % N %
Basic arithmetic skills show a 2 5.6 4 11.1 4 11.1 5 13.9 21 58.3 36 1.94 1.30
student's level. the
mathematical abilities
Numeracy-skilled children 0 0.0 1 0.5 2 8.3 3 8.3 30 83.3 36 1.31 .749
demonstrate mathematical
abilities.
Students' performance 1 2.8 1 2.8 3 8.3 7 19.4 24 66.7 36 1.56 .969
understanding and computing
scores have improved.
Geometrical forms represent 0 0.0 2 5.6 8 22.2 10 27.8 16 44.4 36 2.00 1.12
the amount of mathematical
competency.
Source: Primary Data (2024)
Results from Table 4 illustrate head teachers' perspectives on students' academic performance in mathematics. The
table indicates that 58.3% strongly agreed and 13.9% agreed that basic arithmetic skills are indicative of students'
performance levels. Furthermore, 83.3% strongly agreed and 8.3% agreed that proficiency in numeracy
demonstrates mathematical abilities, while 66.7% strongly agreed and 19.3% agreed that students' performance has
improved. Additionally, 44.4% strongly agreed that understanding and computing geometrical shapes reflect
mathematical competency, with 27.8% agreeing with this statement. Nzabalirwa's (2022) study on the quality of
biology instruction in secondary schools in the Rulindo region, using a descriptive survey for data collection,
highlighted challenges such as insufficient infrastructure and training for ICT. The study concludes that increased
funding for teacher development and ICT infrastructure is essential to effectively integrate ICT into biology
teaching.

380
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

The relationship between the use of instructional media and competences in mathematics
The third object was used the relationship between the use of instructional media and competences in mathematics
in public secondary schools in Rulindo District, Rwanda, which means that the tables below show the correlation
between the independent and dependent variables as well as regression analysis.

Table 5:- Correlation Analysis between the use of instructional media and learners’ competences in mathematics in
public secondary schools in Rulindo District, Rwanda.
Computer- Mathemat Using Using Skilled Use of Understand
based ics Test projector dynamic student representati ing and
technologi book s in geometry s in ons of computing
cal tools teaching environme numera mathematic geometrical
mathema nts cy al objects shapes
tic
Computer- Pearson 1
based Correlati
technologic on
al tools Sig. (2-
tailed)
N 256
Mathematic Pearson .317** 1
s Test book Correlati
on
Sig. (2- .000
tailed)
N 256 256
Using Pearson .163* .596** 1
projectors Correlati
in teaching on
mathematic Sig. (2- .029 .000
tailed)
N 256 256 256
Using Pearson .115 .591** .495** 1
dynamic Correlati
geometry on
environmen Sig. (2- .125 .000 .000
ts tailed)
N 256 256 256 256
Skilled Pearson .197** .263** .156* .217** 1
students in Correlati
numeracy on
Sig. (2- .008 .000 .037 .003
tailed)
N 256 256 256 256 256
Use of Pearson .796** .272** .211** .367** .205** 1
representati Correlati
ons of on
mathematic Sig. (2- .000 .000 .005 .000 .006
al objects tailed)
N 256 256 256 256 256 256
Understandi Pearson .736** .197** .182* .254** .357** .766** 1
ng and Correlati
computing on
geometrical Sig. (2- .000 .008 .015 .001 .000 .000
shapes tailed)
N 256 256 256 256 256 256 256

381
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
Source: Primary Data (2024)

The data presented in Table 5 indicates significant associations between various research variables. Skilled students
in numeracy show statistically significant relationships with computer-based technological tools (r = 0.197**, p =
0.008), Mathematics Test book (r = 0.263**, p = 0.000), using projectors in teaching mathematics (r = 0.156*, p =
0.037), and using dynamic geometry environments (r = 0.217**, p = 0.003). Similarly, the use of representations of
mathematical objects correlates significantly with comprehension of mathematical subjects (r = 0.796**, p = 0.000),
Mathematics Test book (r = 0.272**, p = 0.000), using projectors in teaching mathematics (r = 0.211**, p = 0.005),
and using dynamic geometry environments (r = 0.367**, p = 0.000). Conversely, the association between
understanding and computing geometrical shapes and various instructional media—computer-based technological
tools (r = 0.736**, p = 0.000), Mathematics Test book (r = 0.197**, p = 0.008), using projectors in teaching
mathematics (r = 0.182*, p = 0.015), and using dynamic geometry environments (r = 0.254**, p = 0.001)—was
found to be less significant due to a p-value above 0.05. This study is informed by Tatnall's (2017) investigation into
ICT integration in mathematics education across secondary schools, highlighting the influence of school-level
variables on technology use and student arithmetic proficiency. Ngirabakunzi's (2017) qualitative study on
instructional materials in Rwandan private secondary schools underscores the importance of creative teaching
practices and ongoing teacher training to enhance learning outcomes.

Conclusions:-
The investigation yielded significant findings based on the study's outcomes and comparisons with prior research.
Firstly, it identified shortcomings in the instructional media affecting mathematics competencies in public secondary
schools in Rulindo district, highlighting computer-based technological tools, mathematics test books, projectors in
mathematics teaching, and dynamic geometry environments. Secondly, regarding mathematics competencies in
Rulindo district's public secondary schools, the study underscored that numeracy skills, use of mathematical object
representations, understanding and computing geometrical shapes, and enhanced class participation are key
indicators. Lastly, the study aimed to establish correlations between instructional media use and mathematics
competencies in Rulindo District's public secondary schools. The correlation matrix between independent variables
(computer-based technological tools, mathematics test books, projectors in teaching mathematics, and dynamic
geometry environments) and dependent variables (numeracy skills, use of mathematical object representations, and
understanding and computing geometrical shapes) revealed statistically significant positive relationships, supported
by p-values below 0.05.

Conflict of interest statement

The author declares no conflicts of interest.

References:-
1. Furner, J., & Berman, B. (2015). Confidence in their ability to do mathematics: The need to eradicate math
anxiety so our future students can successfully compete in a high-tech globally competitive world. Dimensions
in Mathematics, 18(1), 28-31.
2. Gibbs, G., & Simpson, C. (2015). Conditions under which assessment supports students’ learning. Learning and
teaching in higher education, (1), 3-31.
3. Govindasamy, T. (2011). Successful implementation of e-learning: Pedagogical considerations. The internet
and higher education, 4(3-4), 287-299.
4. Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using
technologies in the classroom. In Adaptive educational technologies for literacy instruction (pp. 13-30).
Routledge.
5. Kang, O. K. (2021). Practical use of technology for mathematics education. Research in Mathematical
Education, 5(1), 25-44.
6. Kutnick, P., Blatchford, P., Clark, H., MacIntyre, H., & Baines, E. (2015). Teachers' understandings of the
relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research,
47(1), 1-24.
7. lemu, B. M. (2015). Integrating ICT into Teaching-learning Practices: Promise, Challenges and Future
Directions of Higher Educational Institutes. Universal journal of educational research, 3(3), 170-189.

382
ISSN: 2320-5407 Int. J. Adv. Res. 12(07), 376-383

8. Philen, J. (2016). Implementing Meaningful and Sustainable Project Based Learning Pedagogy.
9. Reddick, S. J. (2018). Strategies that enhance student engagement in the community college learning
environment (Doctoral dissertation, Walden University).
10. Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An
integrative literature review. Nurse education today, 72, 12-17.
11. Swedin, E. G., & Ferro, D. L. (2015). Computers: the life story of a technology. Greenwood Publishing Group.
12. Taber, M. R. (2013). Use of a mathematics word problem strategy to improve achievement for students with
mild disabilities. Florida Atlantic University.
13. Wise, S., Greenwood, J., & Davis, N. (2011). Teachers' use of digital technology in secondary music education:
illustrations of changing classrooms. British Journal of Music Education, 28(2), 134.

383