Effect of ICT Tools Integration in Teaching-learning Mathematics on Students’ Academic Performance in Upper Secondary Schools of Muhanga District, Rwanda
Frederic Niyongira – University of Rwanda, College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Email: fniyongira55@gmail.com
Jean Baptiste Ndagijimana – University of Rwanda, College of Education & University of Kigali
Email: j.ndagijimana2@ur.ac.rw & jndagijimana@uok.ac.rw
Abstract: This research investigates the Effect of integrating ICT tools on students’ academic achievement in Mathematics at selected upper secondary schools in Muhanga District, Rwanda. Employing a mixed-methods design, the study targeted a population of 1,268 participants, comprising 1,243 students and 25 teachers, with a final sample of 303 students and 12 teachers drawn from 12 schools. Data were collected through questionnaires, interviews, and a pilot study. The research explored the influence of ICT tools such as online learning platforms and YouTube on students’ Mathematics performance during the first term of the 2024–2025 academic year. The findings revealed that ICT integration significantly enhanced students’ comprehension, engagement, and academic performance. Chi-square (χ²) analysis demonstrated a statistically significant effect (p = 0.000), while Spearman’s correlation coefficient (0.772) indicated a strong positive relationship between ICT utilization and academic outcomes. These results suggest that the deliberate incorporation of ICT tools into Mathematics instruction has the potential to substantially improve teaching and learning processes in Muhanga District. The observed improvement in student participation and understanding highlights the importance of leveraging digital technologies to promote interactive and inclusive learning environments. The study recommends that government authorities invest in ICT infrastructure and teacher training to further improve student performance. Additionally, future research should investigate the challenges teachers encounter in implementing ICT, particularly regarding professional development and technical support.
