Effect of Innovative Teaching Methods on Students’ Mathematics Self-Efficacy Beliefs in Three-Dimensional Geometry in Public Day Secondary Schools in Musanze District, Rwanda

Emmanuel Byiringiro, Catherine Muhonja Aurah and Beatrice Nakhanu Shikuku
Department of Science and Mathematics Education
Masinde Muliro University of Science and Technology, Kenya
Email: byiremmy@gmail.com

Abstract: The paper reports findings of a study that sought to examine the effect of innovative teaching methods on students’ mathematics self-efficacy in three-dimensional geometry in public day secondary schools in Musanze District, Rwanda. The study was based on Self-Efficacy Theory and Social Cognitive Theory. A mixed-methods research design employing quasi-experimental and descriptive approaches was used for the study. Multistage sampling techniques were used to select a sample of 269 students from public day secondary schools in Musanze District. Students’ mathematics self-efficacy questionnaires, achievement tests, and semi-structured interview guides were used to collect data from respondents. Quantitative data were analyzed using descriptive statistics and an independent samples t-test, while qualitative data were analyzed thematically. The results indicate that students exposed to innovative teaching methods attained slightly higher mathematics self-efficacy scores than students taught using traditional instructional approaches. However, the difference was not statistically significant, indicating that innovative teaching methods did not significantly influence students’ mathematics self-efficacy beliefs in three-dimensional geometry. The study provides a basis upon which mathematics teachers, curriculum developers, and educational policymakers can strengthen learner-centered instructional approaches and create supportive learning environments that promote students’ confidence, motivation, and participation in mathematics learning.