Contribution of Children Participation in the Decision Making Processes on Academic Performance. A Case of Twelve (12) Years Basic Education in Gakenke District, Rwanda
Beatrice Niragire & Kabanda Richard
University of Kigali
Email: niragirebetty67@gmail.com
Abstract: This paper examines the contribution of children’s participation in decision-making processes on academic performance in the context of Twelve (12) Years Basic Education in Gakenke District, Rwanda. The study focuses on evaluating how children’s participation in decision-making within schools contribute to their academic outcomes. Guided by social cognitive and self-determination theories, the research adopted a descriptive design using both quantitative and qualitative methods. The target population included 481 participants students, teachers, parents, and educational authorities from 13 schools. A sample of 218 respondents was selected using stratified random sampling and Yamane’s formula a t a 5% significance level. Data collection employed structured questionnaires, and analysis was conducted using SPSS Version 25. Descriptive and inferential statistics were used to interpret the data. Findings revealed a significant positive correlation between children’s participation in school decision-making and academic performance, with a Pearson correlation coefficient of r = 0.692. Regression analysis further indicated that child participation significantly predicts academic outcomes, with a standardized beta coefficient of 0.215 and a p-value of 0.006. The study concludes that engaging students in decision-making enhances their academic achievement. It recommends that schools cultivate a participatory culture by creating platforms for student input and training teachers to effectively integrate student feedback into teaching and school governance. These measures are essential for fostering a supportive learning environment and improving educational outcomes.
