Data-Driven Instructional Practices in Mathematics: The Role of Teacher Capacity and Institutional Support in Student Achievement in Nyarugenge District, Rwanda
David Niyitegeka, Martin Wanjala & Dickson OwitiMasinde Muliro University of Science and Technology, KenyaEmail: davidniy93@gmail.com Abstract: This study examined the relationships among data-driven instructional practices, teacher capacity, institutional support, and perceived student achievement in mathematics in public secondary schools in Nyarugenge District, Rwanda. The study was guided by Data-Driven Decision-Making (DDDM) Theory, the Theory of…