Abstract: The integration of online learning communities into education has transformed the interaction, collaboration and knowledge sharing among learners. However, empirical evidence on their relationship with academic performance among learners under the International General Certificate of Secondary Education (IGCSE) curriculum in Kenya remains limited. This study seeks to determine the relationship between online learning communities and the academic performance of Grade 11 IGCSE learners in Nairobi County, Kenya. The study was anchored on the Transactional Distance Theory. The study adopted a correlational research design. The target population was 1,760 teachers, 44 administrators, 44 ICT officers, 44 Deans of Studies, and 11,088 Year 11 learners from international schools offering the IGCSE curriculum. Purposive and stratified random sampling techniques were used to select a sample comprising 176 teachers, eight administrators, eight ICT officers, eight Deans of Studies and 96 learners. Quantitative data was collected using structured questionnaires. Qualitative data was obtained through interviews and focus group discussions. Quantitative data was analyzed using descriptive statisticsand simple linear regression; qualitative data was thematically analyzed. The findings indicated that online learning communities were utilized to a great extent in most schools. Regression analysis further established a significant positive relationship between online learning communities and academic performance (B = 0.420, p < .001). The study concludes that online learning communities enhance learner collaboration, engagement, and knowledge sharing, thereby improving academic performance. It is recommended that schools should strengthen structured online learning communities to promote collaborative learning and enhance learners’ academic outcomes.

Abstract: This study examined the influence of language comprehension on students’ academic performance in mathematics at G.S. Jean de la Mennais de Kirambo and G.S. Rushara in Burera District, Rwanda. The study was guided by three objectives: to assess students’ level of language comprehension in mathematics, to determine the relationship between language comprehension and mathematics performance, and to identify language-related challenges affecting mathematics learning. A quantitative correlational research design was employed. Data were collected from 125 students and 3 mathematics teachers using questionnaires and teacher responses. Descriptive statistics were used to summarize the data, while Pearson correlation and regression analysis were employed to establish the relationship and predictive contribution of language comprehension to mathematics performance. The findings indicated that a considerable number of students experienced difficulties understanding mathematical terminology, interpreting English instructions, and solving word problems. The results further revealed a positive and statistically significant relationship between language comprehension and mathematics performance (r = .624, p < .001), suggesting that students with stronger comprehension skills tended to achieve better results in mathematics. Teachers also identified limited English proficiency, inadequate exposure to English outside the classroom, and difficulties interpreting mathematical questions as major challenges. The study concludes that language comprehension is an important factor in mathematics achievement and recommends integrating language-support strategies into mathematics instruction, strengthening academic vocabulary development, and providing teachers with professional development on teaching mathematics in multilingual classrooms.

Abstract: Asynchronous instructional strategies, such as pre-recorded videos, audios, email communication, and online forums, have become increasingly prominent in education, especially since the COVID-19 pandemic. These methods align well with the learner-centered and inquiry-based philosophy of the IGCSE curriculum, yet limited empirical research exists on their influence in the Kenyan context. The purpose of the study was to examine the influence of asynchronous instructional strategies on academic performance of Grade 11 IGCSE learners in Nairobi County. A correlational research design was adopted. The study sampled 176 teachers from eight purposively selected international schools in Nairobi County. Stratified sampling was used in sample size selection. Data was collected using a structured questionnaire. Analysis of data utilized descriptive statistics such as frequencies and percentages; and inferential statistics, comprising of simple linear regression. Asynchronous instructional strategies are widely utilized, with 95.1% of teachers reporting high usage. Teachers agreed that such strategiesenhance flexibility, improve learner engagement, and contribute positively to academic performance. Regression analysis showed a statistically positive significant relationship between asynchronous strategies and learner performance (R² = 0.590,𝛽 = .186, p < 0.0001), indicating that 59.0% of the variation in performance of Grade 11 IGCSE learners could be explained by asynchronous instructional strategies. Asynchronous instructional strategies have a significant positive influence on the performance of Grade 11 IGCSE learners. The study recommends that school administrations empower teachers through training on the effective use of technology to support online instructional strategies. It also urges parents to provide learners with essential resources like mobile devices and internet access to facilitate online learning.

Abstract: This study examined the influence of principals’ individualized consideration on academic performance in high-performing and low-performing secondary schools in Bureti Sub-County, Kenya. The study was motivated by persistent disparities in KCSE performance among schools operating under similar policy and resource conditions. A correlational research design was adopted to determine the relationship between principals’ individualized consideration and students’ academic performance. The target population comprised 54 secondary schools, 54 principals, and 487 teachers. A sample of 10 Extra County schools was purposively selected, involving all 10 principals through census sampling and 214 teachersselected using the Krejcie and Morgan sampling technique and simple random sampling. Data were collected using a modified Multifactor Leadership Questionnaire (MLQ) and interview schedules. Validity was ensured through expert review, while reliability was confirmed through a pilot study and test-retest method, yielding reliability coefficients ranging from r = 0.838 to 0.881 (p < 0.01). Quantitative data were analyzed using descriptive statistics and simple linear regression in SPSS version 30.0, while qualitative data were analyzed thematically. Findings indicated that principals’ individualized consideration was moderately practiced overall (M = 3.42, SD = 0.78), with higher levels in high-performing schools than low-performing schools. Regression analysis revealed a significant positive relationship between individualized consideration and academic performance (β = 0.47, p < 0.05). The study concludes that principals’ personalized leadership practices significantly enhance academic performance and recommends strengthening leadership training programs to improve mentoring and teacher support.

Abstract: This action research study examined the impact of cooperative learning on Grade Ten pupils’ academic performance in cell structure and organization at Mpongwe Secondary School in Zambia’s Copperbelt Province. The research was prompted by observed learner disengagement during teaching practice, with minimal active participation and prevalent rote memorisation contributing to poor performance and negative attitudes toward biology. Using a mixed-methods action research design involving 41 Grade Ten pupils and three experienced biology teachers, data were collected through pre-tests, post-tests, questionnaires, interviews, observations, and document analysis. The five-week cooperative learning intervention incorporated Johnson and Johnson’s five essential elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Findings demonstrated significant improvement in learner performance, with mean scores increasing from 70.1% in the pre-test to 75.7% in the post-test. The failure rate dropped from 7.4% to 2.4%, and the standard deviation decreased from 20.04 to 15.63, indicating more equitable learning outcomes. Questionnaire results revealed that 100% of learners reported improved communication skills, 97.6% developed teamwork spirit, and 95.1% developed positive attitudes toward biology. Qualitative data confirmed enhanced participation, effective peer support, and development of research, observation, and creative skills. The study concludes that cooperative learning effectively improves academic performance, engagement, and skill development in biology education. Recommendations include teacher training in cooperative learning strategies, addressing over-enrolment, and gradual implementation of learner-centred pedagogies.

Abstract: This study examined the use of diagrams and models in biology instruction and their influence on learners’ academic performance in selected secondary schools in Kitwe, Zambia. The research focused on how these visual tools support comprehension of complex biological structures and abstract processes. Guided by its main objective, the study assessed the frequency and manner in which teachers integrate diagrams and models, investigated learners’ attitudes toward them, and evaluated their impact on academic outcomes. Using a descriptive research design, data were collected through questionnaires and interviews with biology teachers and learners. The findings revealed that although diagrams and models are widely recognized as valuable instructional tools, their actual use varies considerably among teachers due to differences in resource availability, pedagogical training, and classroom conditions. Learners expressed highly positive attitudes, noting that these aids simplify complex topics, enhance memory retention, and increase engagement. Analysis of performance data showed notable academic improvement when lessons incorporated well-designed diagrams and models. The study concludes that diagrams and models play a critical role in strengthening learners’ understanding of biological concepts and improving academic performance. Strengthening teachers’ capacity to integrate visual materials, expanding access to teaching resources, and promoting learner-centered strategies could further enhance biology education in Kitwe District. These findings offer valuable insights for educators, curriculum developers, and policymakers seeking to improve science education through effective pedagogical approaches.

Abstract: This qualitative study applies a syndemic theoretical framework to examine the complex relationship between drug and substance abuse and academic performance among secondary school pupils in Zimbabwe. Drawing from Bronfenbrenner’s Social Ecological Model, the research investigates how substance abuse, economic instability, and educational disruptions collectively influence academic achievement in the country. Thirty participants aged 15-19 from schools in Gweru and Masvingo were purposefully selected using criterion sampling. Data was generated through semi-structured interviews and focus group discussions. The analysis revealed intricate syndemic interactions across individual, interpersonal, and societal levels, involving economic challenges, substance use as a coping mechanism, cognitive decline, HIV-related stigma, depression, and classroom disengagement. The study highlighted the lack of institutional support for students facing these issues and gaps in policy implementation despite the presence of the National Drug Policy 2022 in Zimbabwe. The study underscored the adverse effects of drug and substance abuse on academic performance and dropout rates among students. Recommendations focus on interventions tailored to combat drug and substance abuse, including school-based programmes integrating opioid agonist therapy, peer-led education on drug substance use, conditional economic support tied to school attendance, and policy reforms addressing the root causes of substance abuse. By applying these strategies within the context of the syndemic framework, the research offers practical solutions for schools to tackle the challenges posed by drug and substance abuse, ultimately leading to enhanced academic outcomes for youth.

Department of Science-Teacher Training College of Mururu.

Wellars Utetiwabo – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda.

Department of Science Education, School of Mathematics and Science Education, College of Education, University of Rwanda.

Email: vavantwari@gmail.com/ w.utetiwabo@ur.ac.rw

Abstract: Different studies showed that Chemistry teachers in secondary schools often encounter challenges pertaining to devising suitable instructional approaches that improve students’ academic performance. As a result, this study investigates the effect of cooperative learning (CL) on improving students’ academic performance in Chemistry. The target population included 330 participants and was considered as the sample for the study. Employing a mixed research approach with quantitative and qualitative data, a questionnaire, Chemistry achievement tests, and structured interviews were used to collect data. Paired samples t-test results indicated a significant effect of cooperative learning among students in the experimental group compared to their counterparts in the control group. Results showed various challenges that hinder Chemistry cooperative learning, such as a lack of resources, large class size, internet connectivity, and language barriers. The study results advocate for urgent collaboration of different stakeholders in education to address these pressing challenges and suggest that a cooperative learning approach can be used as imperative towards improving students’ academic performance in Chemistry.

Abstract: Biology plays a pivotal role in shaping scientific understanding and improving human welfare. However, in Kenyan Public Secondary schools continue to record low performance in the subject, expansively due to teacher-centred instructional approaches. This study examined the influence of computer simulations on students ’academic performance in Biology in public secondary schools in Kesses Sub-county, Kenya. The research was guided by the Constructivist Learning Theory, which emphasizes active learner participation and knowledge construction through interactive experiences. A mixed methods approach was employed by integrating a quasi-experimental Solomon four-Group design with a survey. The study involved 240 form three students drawn from four co-educational schools. Experimental group was instructed with computer simulations, while control group was taught using conventional methods, over six week-periods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations, and analyzed using descriptive statistics, paired t-tests, and ANOVA. Findings indicated that computer simulations significantly improved students’ academic performance, conceptual understanding, and engagement in Biology. The study concludes that simulation–based teaching can transform Biology learning by making it more interactive and effective. It recommends that the Kenya Institute of Curriculum Development and the Ministry of Education promote the use of computer simulations and train teachers to integrate them meaningfully in classroom.

Abstract: Technology integration has transformed higher education globally, with blended learning emerging as a strategic response to educational challenges in Rwanda and East Africa. Despite international evidence supporting its effectiveness, research on blended learning impact within Rwandan higher education remains limited. This study investigated blended learning effectiveness on academic performance among Rwandan university students. A quasi-experimental design involved 108 third-year students randomly assigned to experimental (blended learning, n=54) or control (traditional instruction, n = 54) groups with balanced gender representation (27 males, 27 females per group). Conducted from January through March 2025, the study administered pre-test and post-test achievement tests. Two-way ANCOVA using SPSS version 27 analysed data, controlling for pre-test scores, with eta-squared (η²) calculating effect sizes. Blended learning students significantly outperformed traditional instruction students (adjusted means: 18.13 vs. 15.78, F (1,103) =21.004, p<.001, η² =.169), with instructional method explaining 16.9% of achievement variance. A significant gender effect favoured males (F (1,103) = 4.628, p=.034, η²=.043) across both conditions. Critically, no significant interaction between method and gender emerged (F (1,103) =3.479, p=.065, η²=.033), demonstrating equal benefits for both genders. Blended learning significantly enhances academic performance in Rwandan higher education while providing equitable learning experiences across genders. Findings support strategic institutional investment in blended learning infrastructure, faculty development, and quality assurance mechanisms to optimize educational outcomes in Rwanda’s evolving higher education landscape.