Abstract: This study employs a quasi-experimental design to examine the influence of the school environment on pupils’ learning outcomes within the Unlock Literacy Program in Handeni District. Data from 200 pupil respondents were collected through surveys and key informant interviews with teachers. The analysis utilized STATA 17 software for descriptive statistics to assess educational infrastructure and resources and ordinal regression to evaluate the school environment’s impact on pupil learning outcomes. The findings indicate significant disparities in access to infrastructure and resources between treatment and control groups. Treatment schools had superior access to toilet facilities, classroom conditions, books, and libraries, with 37.5% having good classroom environments and similar percentages reflecting adequate book and library access. In contrast, control schools exhibited deficiencies, with 50% reporting inadequate books and 37.5% lacking library facilities. Ordinal regression revealed that factors like teacher encouragement, peer interaction, homework management, borrowing books, and engaging in fun activities significantly improved learning outcomes when integrated into a structured program. Conversely, the absence of such support led to less effective or negative impacts on pupils’ learning. Based on these findings, the study recommends adopting structured educational programs integrating supportive activities like teacher encouragement and peer interactions to enhance learning. Emphasizing positive teacher-pupil relationships through targeted training, improving access to essential resources, and regularly evaluating educational programs are crucial for fostering effective educational environments and improving pupil success.

Abstract: In Rwanda’s public schools, speaking English as a foreign language has always been a topic of debate due to the dominant national language, Kinyarwanda, the mother tongue of Rwandans which they find easy to use in every communication with interlocutors. This research paper aimed to investigate the impact of joining the English Conversation Club on students’ speaking abilities in public secondary schools in Huye District. Specifically, the study’s objective was to examine the relationship between joining the English Club and speaking abilities of students in Kabutare secondary school. A sample size of 125 participants, including students and teachers, were involved in the study. Besides, a questionnaire and interview guided this study in the collection of reliable data. Thereof, data screening was performed by applying descriptive statistics of means, standard deviation, and regression analysis. Thus, the results show that, there is a strong correlation between joining the English Club and students’ speaking abilities in secondary schools of Huye District, with the correlation coefficient (r) of 0.868 and the p-value standing at 0.001. Furthermore, multiple linear regression analysis reveals that joining the English Club contributes to 67.9% of the variation of performance in speaking English, indicating a significant role in enhancing students’ speaking abilities. Therefore, using techniques such as debate and public speaking exercises to promote oral skills should be used to encourage positive attitudes towards speaking English. Therefore, these techniques can benefit students with many job opportunities outside the school environment. Teachers of English language should consider implementing such techniques to motivate students and improve their speaking abilities.

Abstract: Over the years, there has been a notable improvement in school attendance for school-going children. However, school dropout among girls has been experienced in sub-Saharan Africa, especially in Mozambique. This paper examines the extent to which constructed gender relations in the school environment can influence school dropouts in Maputo Province and Maputo City in Mozambique. The study employed social feminist theory. The study used a qualitative case study research design guided by both a pragmatic and transformative worldview. The study targeted 92 school dropouts, 7 key informants (Secondary school heads), 16 secondary school teachers, and 30 non-dropout students in Maputo City and Maputo Province. Snowball Sampling was used in selecting study participants, whereby each person interviewed was asked to suggest additional people for interviewing until saturation was achieved. Data collection methods were in-depth interviews, focus group discussions, and observation. The study revealed that a good relationship in the school environment plays a role in ensuring that adolescents can develop social competence and the ability to make the sort of relationship required for cohesive studies. Also, social cohesion within the school environment influences the social well-being and retention of the adolescent in school and in shaping the future of an individual. The study concluded that reinforcement of teachers and students is paramount for adolescents to develop a positive attitude towards their studies. The study recommends that the government of Mozambique should formulate and implement educational policies to guide in retention of students in school.