Mathematics Teachers’ Experiences in Implementing Remedial Teaching Strategies in Day Secondary Schools: A Case of Huye District, Rwanda
Diane Iradukunda & Wenceslas Nzabarirwa
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS),
College of Education, University of Rwanda
Email: dianeiradukunda1994@gmail.com
Abstract: Mathematics learning difficulties continue to affect students’ understanding and academic performance in secondary schools. This study examined mathematics teachers’ experiences in implementing remedial teaching strategies in day secondary schools in Huye District, Rwanda. It identified remedial teaching strategies used, explored teachers’ perceptions of their effectiveness, examined implementation challenges, and identified strategies for enhancing remedial teaching. The study employed a mixed-methods approach using a descriptive case study design. The target population comprised 163 participants (89 mathematics teachers, 37 Head Teachers, and 37 Directors of Studies), with a purposive sample of 72 participants (40 mathematics teachers, 16 Head Teachers, and 16 Directors of Studies). Data were collected through questionnaires, interview guides, and classroom observation protocols. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings revealed that teachers frequently used individualized instruction, peer tutoring, additional exercises, continuous feedback, and re-teaching of difficult concepts. Teachers’ qualifications (p = .015) and teaching experience (p = .025) significantly influenced remedial teaching implementation, while gender showed no significant differences except regarding time constraints (p = .031) and workload (p = .038). Teachers perceived remedial teaching as effective in improving learners’ understanding, confidence, participation, and mathematics achievement. However, inadequate resources, heavy workloads, large classes, limited administrative support, and insufficient parental involvement constrained implementation. The study recommends strengthening support through resources, professional development, increased remedial lesson time, parental involvement, and technology integration.
