Examining the Contribution of Continuous Professional Development on Students’ Academic Performance in Mathematics in Rwanda Secondary Schools

Examining the Contribution of Continuous Professional Development on Students’ Academic Performance in Mathematics in Rwanda Secondary Schools

Ernest Ntawuzibyimanikora
African Center of Excellence for Innovative Teaching and Learning Mathematics and Science, University of
Rwanda-College of Education, Rwanda, https://orcid.org/0009-0005-1943-8269
Email: ntawuzibyimanikoraernest@gmail.com

Abstract: This study investigated the contribution of Continuous Professional Development (CPD) to students’ academic performance in mathematics in selected secondary schools in Rwanda. Recognizing the pivotal role of teacher quality in student learning, the research aimed to evaluate how CPD influences instructional practices, examine the relationship between CPD participation and student achievement, and identify challenges teachers face in applying CPD knowledge. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, and analysis of student assessment data from 305 learners and 36 mathematics teachers. Quantitative analysis revealed that students taught by teachers who had completed at least 35 hours of CPD scored significantly higher than those taught by teachers with fewer training hours. ANOVA results showed a statistically significant difference (F (2, 33) = 5.94, p < 0.01) among CPD exposure groups, and Pearson’s correlation (r = 0.46, p < 0.01) indicated a moderate positive relationship between CPD and student performance. Qualitative findings supported these results, showing improvements in learner-centered instruction, assessment use, and curriculum alignment. However, challenges such as limited resources, time constraints, overcrowded classrooms, and insufficient mentorship hindered effective implementation. The study concludes that while CPD has a positive impact on teaching practices and learning outcomes, its success depends on consistent delivery, subject relevance, and institutional support. It recommends policy reforms to ensure sustained and equitable CPD access, along with practical strategies to enhance classroom implementation and teacher support systems.

3 Replies to “Examining the Contribution of Continuous Professional Development on Students’ Academic Performance in Mathematics in Rwanda Secondary Schools”

  1. As the research revealed it’s true that Continuous Professional Development is essential for improving learner’s performance .

    When you are taught by competent teachers, it’s more likely for you to succeed well in your academic subjects.

    CPD improves teacher’s performance as it equip them with basic skills like lesson preparation, Classroom management, Assessment preparation, Teaching and learning materials preparation which are keys to the success of students in Mathematics.