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.

Abstract: Studying students’ perception toward the use of ICT tools to learn mathematics is significant for improving education, informing policy decisions, and ensuring that students are adequately prepared for the digital age. It can contribute to more effective teaching and learning strategies. Within the purpose of determining how students felt about using ICT tools to learn mathematics, the present investigation was carried out in two public secondary schools in Rwanda’s Gasabo District. A survey design was used for the investigation. The population of the study was 241 students. A simple random sampling technique was employed to select the sample of 150 students in the senior six who participated in this study. Questionnaires were used to collect the data that was displayed. The collected data was weighed using the mean. The 136 students who handed back the questionnaires for the current study had an average mean of 3.66, indicating that they had an overall positive perception of using ICT tools to learn mathematics. Nevertheless, the ability to learn mathematics using ICT tools remained below baseline. The results of this study add to the body of knowledge on the efficient use of ICT tools in mathematics teaching and learning.