PHYSICAL FACILITIES AND STUDENTS’ ACADEMIC

PERFORMANCE IN SECONDARY SCHOOLS IN GASABO DISTRICT

IN, RWANDA

CAROLINE NYAMBURA IRUNGU

A Research Project Submitted in Partial Fulfillment of the requirement for

the Award of Degree of Master in Education (Educational Planning and

Management) Submitted to School of Education of Mount Kenya University

MAY 2017

ii

DECLARATION

This research project is my original work and has not been presented to any other institution.

No part of this project should be reproduced without the authors’ consent or that of Mt Kenya

University.

Students Name: Caroline Nyambura Irungu

Sign ____________________ Date _____________

This research project has been submitted with my approval as the Mount Kenya University

Supervisor.

Supervisor’s Name: Sikubwabwo Cyprien

Sign ____________________ Date _____________

iii

DEDICATION

I would like to dedicate this work to the highest above all in existence, God almighty for giving

me strength all through. To my husband for his consistent support throughout my course, my

parents who made me the person I am today.

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ACKNOWLEDGEMENT

This work has come to an end not only by the effort of the researcher but also many individuals.

To begin with, I would like to thank Mr. Sikubwabo Cyprien for his consistent and constructive

guidance throughout my work.

I am fully grateful to the school of education, entire management, lecturers for their instrumental

support which enabled me to reach where I am.

My sincere gratitude go to my husband Mr. Rwai Wilson and daughter Abigail Njoki who have

been a source of strength and inspiration to me in many ways. My heartfelt thanks go to my

parents Nicholas and Lucy, my siblings Naomi, Elias and Ruth .Thanks for facilitating me in one

way or another up to the level I have reached.

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ABSTRACT

Utilization of physical facilities is critical in enhancing better academic performance among

students. The purpose of this study was to assess the effect of phys ical facilities on students’

academic performance in secondary schools in Rwanda between the years 2012 and 2014. The

specific objectives of the study were to determine the extent of utilization of physical facilities in

Gasabo District secondary schools, Rwanda between the years 2012 and 2014 inclusive, to

evaluate academic achievement of students in Gasabo District secondary schools Rwanda

between the years 2012 and 2014 inclusive, and to examine relationship between physical

facilities and academic achievement of students in Gasabo District secondary schools. The study

adopted a descriptive survey design. Target population for this study included 40 secondary

schools in Gasabo district i.e. 40 head teachers and 472 teachers. A total of 36 schools were

selected for the study. The study participants included 177 participants i.e. 141 teachers and 36

head teachers from the sampled schools. Stratified and simple random sampling techniques were

used to select the schools and the participants respectively. Data was collected using

questionnaires that were administered to teachers and interviews for the head teachers. Collected

data was edited for completeness and consistency; and coded for ease of processing. Statistical

Package for Social Science (version 21) used to generate frequencies and percentage as well as

inferential statistics. Results were presented in tables, pie charts and graphs. The study is of

significance to the school management and the policy makers since it forms the basis on which

schools can be sensitized to enhance utilization of physical facilities in their school in an attempt

to better academic performance among students. The study findings revealed that schools in

Gasabo district had some physical facilities i.e. classrooms. Library and laboratory but

unavailable in others. The findings also showed that the physical facilities were utilized in some

schools and underutilized in others. The performance of students in Ordinary schools was above

70% from 2012 to 2014 while that of students in 9YBE improved from 52.8% in 2012 to 58.25

in 2014 in terms of number of students who passed the national examination. Correlation

analysis showed that students academic achievement correlated positively and significantly with

library (R= .476**,

P<0.01), laboratory (R= .339*, P<0.05) and classrooms (R= .628

**,

P<0.01).The study recommends that should ensure that physical facilities should not only be

available enough but also well utilized to equitably raise the performance of students in all

schools.

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TABLE OF CONTENTS

DECLARATION ............................................................................................................................ ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENT ............................................................................................................. iv

ABSTRACT .................................................................................................................................... v

TABLE OF CONTENTS ............................................................................................................... vi

LIST OF TABLES ......................................................................................................................... ix

LIST OF FIGURES ........................................................................................................................ x

LIST OF ACRONYMS AND ABBREVIATIONS ...................................................................... xi

OPERATIONAL DEFINITIONS OF KEY TERMS ................................................................... xii

CHAPTER ONE: INTRODUCTION ............................................................................................. 1

1.0 Introduction ........................................................................................................................... 1

1.1 Background of the Study ....................................................................................................... 1

1.2 Statement of the Problem ...................................................................................................... 3

1.3 Objectives of the Study ......................................................................................................... 4

1.3.2 Specific Objectives ............................................................................................................. 4

1.4 Research Questions ............................................................................................................... 4

1.5 Significance of the Study ...................................................................................................... 5

1.6 Limitation of the Study ......................................................................................................... 5

1.7 Scope of the Study................................................................................................................. 6

1.7.1 Geographical Scope............................................................................................................ 6

1.7.2 Content Scope .................................................................................................................... 6

1.7.3 Time Scope ......................................................................................................................... 6

1.8 Summary ............................................................................................................................... 6

CHAPTER TWO: REVIEW OF RELATED LITERATURE ........................................................ 8

2.1 Introduction ........................................................................................................................... 8

2.2 Concept, Nature and Types of Physical Facilities................................................................. 8

2.2.1 Utilization of Physical facilities at school ........................................................................ 11

2.3.1 Definition and purpose of Laboratory .............................................................................. 12

2.3.2 Laboratory and academic achievement ............................................................................ 14

2.3.4 Classroom and academic achievement ............................................................................. 21

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2.4 Critical review and Research Gaps ..................................................................................... 25

2.5 Theoretical framework ........................................................................................................ 26

2.6 Conceptual framework ........................................................................................................ 27

2.7 Summary ............................................................................................................................. 29

CHAPTER THREE: RESEARCH METHODOLOGY ............................................................... 31

3.0 Introduction ......................................................................................................................... 31

3.1 Research Design .................................................................................................................. 31

3.2 Target Population ................................................................................................................ 31

3.3 Sample design ..................................................................................................................... 31

3.3.1 Sample size ....................................................................................................................... 32

3.3.2 Sampling Technique ......................................................................................................... 33

3.4 Data collection Method ....................................................................................................... 33

3.4.1 Data Collection Instruments ............................................................................................. 34

3.5.2 Administration of Data Collection Instruments ............................................................... 34

3.5.3 Validity and reliability ..................................................................................................... 35

3.8 Data analysis ....................................................................................................................... 35

3.9 Ethical consideration ........................................................................................................... 36

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION ............................................ 37

4.0 Introduction ......................................................................................................................... 37

4.1 Demographic Information ................................................................................................... 37

4.1.1 Distribution of Gender of respondents ............................................................................. 37

4.1.2 Age of respondent ............................................................................................................ 38

4.1.3 Level of Education and working experience of participants ............................................ 39

4.2 Presentation of findings ....................................................................................................... 40

4.2.1 Objective number one ...................................................................................................... 40

4.2.2 Objective Number Two .................................................................................................... 41

4.2.3 Objective Number Three .................................................................................................. 42

4.3 Relationship between physical facilities and academic achievement ................................. 44

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .................. 46

5.0 Introduction ......................................................................................................................... 46

5.1 Summary of Findings .......................................................................................................... 46

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5.2 Conclusions ......................................................................................................................... 47

5.3 Recommendations ............................................................................................................... 48

5.4 Suggestions for further study .............................................................................................. 48

REFERENCES ............................................................................................................................. 50

APPENDICES: ............................................................................................................................. 57

APPENDIX I:AUTHORIZATION LETTER............................................................................... 57

APPENDIX II: PERMISSION FOR DATA COLLECTION ...................................................... 58

APPENDIX III: QUESTIONNAIREFOR TEACHERS .............................................................. 59

APPENDIX IV: INTERVIEW FOR HEAD TEACHERS ........................................................... 64

APPENDIX V: MAP OF GASABO DISTRICT.......................................................................... 65

APPENDIX IV: LIST OF SCHOOLS WHERE RESEARCH WAS CONDUCTED IN

GASABO DISTRICT ................................................................................................................... 66

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LIST OF TABLES

Table 3.1: Strata sample sizes ....................................................................................................... 32

Table 4. 1: Respondents Age distribution ..................................................................................... 38

Table 4. 2: Education level and working experience of participants ............................................ 39

Table 4. 3: Utilization of physical facilities .................................................................................. 40

Table 4. 4: Students performance from 2012 to 2014 .................................................................. 41

Table 4. 5: Effect of library on academic achievement ................................................................ 42

Table 4. 6: Effect of laboratory on academic achievement .......................................................... 43

Table 4. 7: Effect of classrooms on academic achievement ......................................................... 44

Table 4. 8: Correlation analysis .................................................................................................... 45

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LIST OF FIGURES

Figure 2.1: Conceptual framework ............................................................................................... 28

Figure 4. 1: Gender distribution .................................................................................................... 38

xi

LIST OF ACRONYMS AND ABBREVIATIONS

MINEDUC Ministry of Education

NCERT National Council of Educational Research and Training

OECD Organization of Economic Cooperation and Development

REB Rwanda Education Board

SPSS Statistical Package for Social Sciences

UNESCO United Nations Education Scientific and Cultural Organization

G.S : Groupe Scolaire

O`LEVEL Ordinary level

U Unclassified

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OPERATIONAL DEFINITIONS OF KEY TERMS

Physical Facilities: refers to all material resources that are needed to impart formal education. It

may include Land, building, furniture, laboratory and library.

Students’ Academic performance: This is educational achievements of students in tests and/or

examinations

Classroom: a room where a class of children or students are taught. Different classroom

activities are carried out.

Laboratory It can be described as a place where theoretical work is practiced as well as

practicals such as observing, counting, measuring, experimenting, recording, observation and

carrying out field work.

Library is described as a building or room in which collection of books, tapes, newspapers etc.

are kept for people to read, study or borrow (the Oxford advanced learners dictionary)

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CHAPTER ONE: INTRODUCTION

1.0 Introduction

This chapter describes the introduction, background to the study and statement of the problem. It

also shows the objectives of the study, research questions, significance of the study as well as

limitation and summary of the study.

1.1 Background of the Study

Teaching at any level requires that the students be exposed to some form of simulation.

Adekunle (2008) noted that physical facilities mean anything that can assist the teacher in

promoting teaching and learning. When the students are given the chance to learn through more

senses than one, they can learn faster and easier. The use of physical facilities provides the

teacher with interesting and compelling platforms for conveying information since they motivate

learners to learn more. Schools can offer learning experiences that a child may not obtain at

home, particularly if he or she is living in a disadvantaged environment (Heckman, 2011).

However despite efforts by governments to provide high quality education, significant disparities

in educational outcomes continue to exist in developing and developed countries. A large

number of students fail to obtain a minimum level of education, jeopardizing their own future

and the progress of their society (OECD, 2012).

In sub-Saharan Africa schools are faced with the challenge of lack of learning resources.

Overcrowded classrooms, too few trained teachers, insufficient school books and few toilets,

often without separation between boys and girls are some of the challenges. In Cameroon, there

is on average one reading textbook for eleven pupils and one mathematics book for 13 children,

(UNESCO, 2012)

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Physical facilities refer to school, spaced classrooms, furniture, toilets, library and water, the

standard of construction and conditions of facilities and others (Ankomah et al, 2005). In Kenya

a study conducted by Mutua (2014) on the importance of physical facilities revealed that most

schools in Mtito-Andei Division were poorly equipped and they lack the essential facilities,

which are necessary for learning. The Republic of Rwanda, Ministry of Education, Science,

Technology and Scientific Research (2009)committed to match physical facilities with facility

requirements, provide textbooks, Science equipments and ICT labs in schools to meet curricula

demands especially teaching and learning materials for science and technology, expand

education facilities specifically laboratories and equipment for priority subjects, improve

learning environment in terms of space, equipment and learning materials taking into account

gender differences.

However Ministry of Education, Science, Technology and Scientific Research (2009) reports

that although the achievements in school standards, constraints are aggravated by the fact that

supplementary reading materials are inadequate, particularly for the lower primary and

secondary school grades, textbook and other resource distribution is heavily dependent on the

availability of funds, which affects the government’s ability to conduct adequate planning, and

may not effectively respond to supply and demand. These factors result in discrepancies in pupil

to textbook ratios between schools and within districts. This goes on to show that there is still a

challenge in terms of access and high quality scholastic materials in Rwanda which are expected

to be addressed in upcoming plans. It is against this backdrop that this study will investigate the

availability of physical facilities and their influence on students’ achievement in Rwandan

secondary schools.

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1.2 Statement of the Problem

Students learn principally through interactions with people (teachers and peers) and physical

facilities (classrooms, libraries and laboratories), instructional materials, homework, projects, to

mention but a few). In most cases education policymakers focus primarily on factors resulting

from those interactions, such as academic standards, teacher evaluation systems, and school

accountability policies. As a result the role of physical facilities has not been discovered in most

schools. Under utilization of human and physical resources has impacted negatively on

performance in secondary schools. This study addressed the extent to which utilization of

resources influenced performance in secondary education in Rwanda. According to MINEDUC

(2014) insufficient supply of learning facilities across all subjects has been evidenced in

Rwandan secondary schools. The poor performance especially in 9YBE schools is a big

challenge to the planners, policy- makers and teachers. It was observed that performance in

national examinations had been declining in the district over recent years yet the performance in

ordinary schools was improving yearly. The findings by researchers and leading educators

showed that for better performance, several factors should be considered such as qualification of

teaching staff, availability of instructional resources that include textbooks, laboratories and

library. Others include the students’ attitudes towards the subject and preparedness as well as

subject delivery. However, it is not yet researched whether underutilization of school facilities in

the district contribute to this poor academic performance.

This research will investigate the effect of physical facilities on academic achievement of

students, using Secondary school in Gasabo district as the case study. Administrators are

prevented from making better choices of physical and instructional materials by the lack of

evidence on the effectiveness of the materials currently in use. This study will aim at providing

4

baseline information pertaining physical facilities and their effect on student academic

achievement in Rwandan secondary schools.

1.3 Objectives of the Study

1.3.1 General Objective

The purpose of this study was to assess the effect of Physical facilities on academic achievement

of secondary students Rwanda between the years 2012 and 2014, inclusive.

1.3.2 Specific Objectives

i. To determine the extent of utilization of physical facilities in Gasabo District secondary

schools, Rwanda between the years 2012 and 2014 inclusive

ii. To evaluate academic achievement of students in Gasabo District secondary schools in

Rwanda ,between the years 2012 and 2014 inclusive

iii. To examine relationship between physical facilities and academic achievement of

students in Gasabo District secondary schools

1.4 Research Questions

In order to achieve the purpose of the study the following research questions were formulated to

guide the investigation.

i. To what extent were physical facilities utilized in Gasabo District secondary schools,

Rwanda between the years 2012 and 2014 inclusive?

ii. What was the academic achievement of students in Gasabo District secondary schools,

Rwanda between the years 2012 and 2014 inclusive?

iii. Was there any relationship between physical facilities and academic achievement of

students in Gasabo District secondary schools?

5

1.5 Significance of the Study

This study will be beneficial to the students, teachers, parents, and guardian. To the students the

study will be important because it will help them realize the importance of using physical

facilities in different subjects.

To parents and guardians this study will be of great importance because it will help them to

appreciate the importance of the use of physical facilities to aid their children, understanding in

all the subjects they are taught. This will induce them to join hands with the school authorities to

provide all the necessary physical facilities needed to be used in the senior secondary school

classroom.

The study is also important to the local government because it will help them to understand the

place of physical facilities in terms of pedagogical practice. This will make them to provide all

the necessary physical facilities for use in the secondary schools and motivate the teachers

financially.

The findings and recommendations may be useful to education officers operational managers

namely head teachers, students and all stakeholders of Rwandan secondary schools who monitor

the operation of schools. It will help teachers their day today management of School and

classroom activities and improve students’ performance, as quality education will be provided.

1.6 Limitation of the Study

During this study, the researcher faced some limitations. The study was limited to honesty and

co-operation on the side of respondents. However, to ensure maximum co-operation and honesty

of respondents the researcher explained the importance of the study and the need for guaranteed

confidentiality of responses.

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1.7 Scope of the Study

Scope of the study was addressed in terms of, content scope, the geographical scope and the time

scope.

1.7.1 Geographical Scope

The study was conducted in schools in Gasabo District, Kigali Province of Rwanda. This is

because compared to other districts Gasabo is bigger hence more number of schools. In addition

Gasabo is a representation of both urban and rural areas in the nation of Rwanda hence a good

representation.

1.7.2 Content Scope

This study focused on the extent of utilization of physical facilities on academic achievement of

secondary students. Physical facilities included laboratories, classrooms and libraries.

1.7.3 Time Scope

This research covered data with respect to 2012-2014, inclusive. The rationale for selection of

the time frame was influenced by a number of factors. Firstly, the data collected was regarded as

recent and fresh. Secondly, a longer time frame would require a bigger budgetary allocation way

beyond what was available for this study. Finally, the time frame year period considered was

neither too long nor too short for purposes of comparative data analysis. It was assumed that

majority of teachers who participated in this study also taught in the respective schools during

2012-2014.

1.8 Summary

The study was organized into three chapters. Each chapter was designed for given information

that is related to the topic of the study. The three chapters were organized systematically.

Chapter one was the introduction which is related to the background of the study. The statement

7

of the problem was linked to the purpose of the study which was linked to the objectives and

questions of the research. The significance of the study was highlighted. The area of the study

had limitations which were highlighted. Chapter two reviewed the related literature while chapter

three highlighted the research methodology, data collection, and analysis techniques in the study.

Chapter four presents research findings and discussions of the findings of the study. This is

followed by chapter five, which presents the summary of findings, conclusions and

recommendations of the study.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter consists of detailed literature review in areas related to physical facilities and

academic achievement. It examines the findings of those studies in relation to the present study

topic. The aspects examined in this chapter include theoretical literature, empirical literature,

critical review and research gap identification, theoretical framework, conceptual framework,

and the summary.`

2.2 Concept, Nature and Types of Physical Facilities

Schools exist for the purpose of teaching and learning. Physical and material resources are

deployed for this purpose. Physical facilities are resources provided for staff and students to

optimize their productivity in the teaching and learning process. The realization that the transfer

of knowledge does not only take place in the four walls of the classroom from the teacher to the

students but rather that learning takes place through discovery, exploration, interaction with the

internal and external environment has necessitated the creative and innovative development of

teaching and learning facilities that reflect these changes. Schools exist to serve socio-economic

and political needs of the ever-changing society; consequently, they are in constant interaction

with their external environment. They receive inputs from the external environment in the form

of human and material resources, process them and empty same into the society as finished

products and services. The quality of the products bears a direct relationship with the quality of

the facilities deployed in the process of the production. This demands that state of the art

facilities are provided in schools to prepare school leavers for life in the global village (Farombi,

1998).

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According to Akande (1985), learning can occur through one’s interaction with one’s

environment. Environment here refers to facilities that are available to facilitate students learning

outcome. It includes books, audio-visual, software and hardware of educational technology; so

also, size of classroom, sitting position and arrangement, availability of tables, chairs,

chalkboards, shelves on which instruments for practicals are arranged (Farrant, 1991 and

Farombi, 1998), site planning, technical equipment specialization, and urban planning

The nature and types of the educational programme will determine the nature and types of the

school plant to be provided. Unruh (1974) emphasized that both teachers and students need

places to search, read, write, confer, interact, view, listen, think, experiment, and record.

Students need places to transact their affairs or to gather for social purposes. Teachers need

office space, conference rooms for team planning, facilities for diagnosis of pupil’s needs, and

facilities for preparing instructional presentation. New views of the teaching-learning process

that move beyond memorizing of knowledge toward involvement of students in applying,

analyzing, synthesizing, and evaluating knowledge stress the need for flexibility of space in the

schools.

Equipment and supplies are essential for the attainment of educational goals and objectives.

Simpson and Anderson (1981) defined equipment as “items that last a minimum number of years

or cost more than a certain amount” and supplies as items such as microscope slides, glass

tubing, and cotton swabs, that are quickly consumed and that are usually less expensive than

equipment items”. Some equipment perform specific functions while others such as computers

perform multiplicity of functions. School equipments are available in various forms. The

equipment may be fixed or movable and they serve various purposes in the educational system.

They are used in the classrooms, laboratories, offices, workshops, cafeteria, toilets, laundry, and

10

library and for sports etc. The supplies are the accessories for operation of various equipments.

Furniture are also available in the classrooms, offices, cafeteria, laboratories and workshops,

outdoor, residential halls,- common rooms, and those designed for the physical facilities

challenged. Information and Communication Technology (ICT) facilities also include among

others softwares on classroom management, facility management, inventory control,

maintenance management, online procurement, food services and general management. The

application of the software requires that the school managers should be exposed to necessary in-

service training to enable them make maximum use of the softwares. The school plant is a major

component of the school facility. Knezevich (`1975) described it as “the space interpretation of

the school curriculum”. He emphasized that the curriculum finds its physical facilities expression

in construction and arrangement of the school plant, which is a controlled environment that

facilitates the teaching and learning process and also protects the physical facilities well being of

the occupants. He further stated that since teaching and learning does not take place in a vacuum,

school facilities give meaning to the planned curricula and extra-curricular activities. A

discussion of the school plant starts with the conceptualization of the educational programmes to

be offered in the school.

Physical facilities have been observed as a potent factor to quantitative education. The

importance to teaching and learning of the provision of adequate physical facilities for education

cannot be over-emphasized. The dictum that “teaching is inseparable from learning but learning

is not separable fro learn without the teachers.

According to Oni (1992), facilities constitute a strategic factor in organizational functioning.

This is so because they determine to a very large extent the smooth functioning of any social

organization or system including education. He further stated that their availability, adequacy

11

and relevance influence efficiency and high productivity. In his words, Farombi (1998) opined

that the wealth of a nation or society could determine the quality of education in that land;

emphasizing that a society that is wealthy will establish good schools with quality teachers,

learning infrastructures that with such, students may learn with ease thus bringing about good

academic achievement.

Writing on the role of facilities in teaching, Balogun (1982) submitted that no effective science

education programme can exist without equipment for teaching. This is because facilities enable

the learner to develop problem-solving skills and scientific attitudes. In their contribution, Ajayi

and Ogunyemi (1990) reiterated that when facilities are provided to meet relative needs of a

school system, students will not only have access to the reference materials mentionrded by the

teacher, but individual students will also learn at their own paces. The net effect of this is

increased overall academic performance of the entire students.

The development and maintenance of physical facilities in educational institutions by

communities, parents, and sponsors should continue to be encouraged. This is because lack of

such facilities interferes with learning proc (Republic of Ken ya, 1988a). The evidence from

research in other parts of the world points to the great importance of school facilities in relation

to quality education. Difference in school facilities would be seen to account for difference in

achievement.

2.2.1 Utilization of Physical facilities at school

Utilization, according to Raghu (2009) is the primary method by which asset performance is

measured and business determined. It is the transformation of a set of input into goods or

services (Subba, 2009). It involves creation of value in things. Utilization, in this context, refers

12

to the rate or how often an instructional material in teaching and learning is put into use or

services by teachers. Utilization of instructional materials depends on their availability in the

school.

The availability of physical facilities together with the human resources and other institutional

resources such as textbooks, teacher quality, teaching methods and classroom organization,

school management and structure, school library activities, teacher’s correction of pupils work

and frequency of homework really affect the overall performance during the summative

evaluation (Filler, 1985), this author asserts that facility construction is a major vehicle for

quality enhancement to performance but of critical importance to the utilization of such facilities

and not merely their availability

The development and maintenance of physical facilities in educational institutions by

communities, parents, and sponsors should continue to be encouraged. This is because lack of

such facilities interferes with learning process (Republic of Kenya, 1988a). The evidence from

research in other parts of the world points to the great importance of school facilities in relation

to quality education. Difference in school facilities would be seen to account for difference in

achievement. Physical resources include classrooms, lecture theatres, auditoriums, administrative

block, libraries, laboratories, workshops, play grounds, assembly halls, and special rooms like

clinics, staff quarters, students’ hostels, kitchen, cafeteria, and toilet

2.3 The laboratory

2.3.1 Definition and purpose of Laboratory

Laboratory has been conceptualized as a room or a building specially built for teaching by

demonstration of theoretical phenomenon into practical terms. Farombi (1998) argued the saying

that “seeing is believing” as the effect of using laboratories in teaching and learning of science

13

and other science related disciplines as students tend to understand and recall what they see than

what they hear or were told. Laboratory is essential to the teaching of sciences and the success of

any science course is much dependent on the laboratory provision made

for it. Affirming this, Ogunniyi (1983) said there is a general consensus among science educators

that the laboratory occupies a central position in science instruction. It could be described as a

place where theoretical work is practicalized whereas practicals in any learning experience

involves students in activities such as observing, counting, measuring, experimenting, recording,

observation and carrying out field work. These activities are totally different from the theoretical

work which involves listening to talks and taking down notes from such talks.

According to Ango (1986) laboratory work

a) Stimulates learners’ interests as they are made to personally engage in useful scientific

activities and experimentation;

b) promotes that science is not only products or process;

c) affords the learner the basic skills and scientific method of problem solving;

d) Knowledge obtained through laboratory work promotes long term memory.

Laboratory helps to provide a forum wherein the learner is given the exercise to subjects, his

beliefs, ideas, statements, theoretical propositions etc. to some forms of experimental test

(Soyibo, 1990). To maintain and arouse the interests of students in subjects involving laboratory

work, the teacher should be effectively involved in order to transfer knowledge and facts to

learners for a good performance in any examinations. In line with this, one then pauses to ask, to

what extent has laboratory been able to achieve its objectives. Odulaja and Ogunwemimo (1989)

highlighted that the teacher assumes a position of dispenser of knowledge with the laboratory

14

serving the function of drill or verification. They further explained that at the other extreme, the

teacher assumes the position of guide to learning and laboratory as a place where knowledge is

discovered.

However, there are growing evidences that teachers do not exhibit behaviors which are

complementary to achieving the stated objectives. They include methods of teaching practical

work; inadequacy or absence of well-equipped laboratories; high enrollment of students;

inadequacy of resources for teaching and learning practical work; quantity and quality of

teachers.

2.3.2 Laboratory and academic achievement

Nwachukwu (1984) discovered in her survey of the resources for the teaching and learning of

Biology in some of the new secondary schools in Lagos that there was a general inadequacy of

resources. She also found out among other things that (a) out of 80 per cent of the old schools

that accepted as having laboratories, none had a well-equipped laboratory and (b) 40 per cent of

the schools had no laboratory at all, while the remaining 60 percent had rooms labeled

“laboratory” without adequate apparatus, she concluded that teaching of Biology practical by

teachers would be difficult and that students learning experiences would be limited.

In his contribution, Balogun (1982) submitted that no effective science education programme can

exist without equipment for teaching. Writing on the situation of our secondary schools today,

Okoli (1995) reported that laboratories have become shelves of empty bottles of chemicals.

In terms of academic achievement, Soyibo and Nyong (1984) have shown that schools with well-

equipped laboratories have better results in the school certificate science examinations than those

that are ill-equipped. Corroborating this, Gana (1997) reiterated that students instructed entirely

15

by the laboratory methods had higher attitude’s scores but lower achievement scores than

students instructed entirely by the traditional lecture or textbook mode. Yadar (2007) opines that

no course in science and mathematics can be considered as complete without including some

practical work. The practical work ought to be carried out by individuals either in science

laboratories or in classes. At school level, practical work is even more important because of the

fact that we learn by doing. Scientific practices and applications are thus rendered more

meaningful. It is an established truth that an object handled impresses itself more firmly on the

mind than the object merely seen from a distance or in an illustration. Thus practical work forms

an important feature in any science and mathematics course (UNESCO, 2008). In view of these

different and conflicting findings, the study found the relationship between teachers’ quality and

students’ academic achievement.

Investigating the relationship between adequacy and academic performance in Chemistry,

Akpan (2006) examined adequacy of laboratory facilities using frequency counts and

percentages. The result revealed that 61.1% of the total respondents agreed that the laboratory

facilities for the teaching of Chemistry were adequate in secondary schools, while 38.9% of the

respondents agreed that laboratory facilities were not significantly adequate. At a workshop

organized by the Cross River State Ministry of Education for Science Teachers Vacation Course

(TVC) in 2008, the science teachers complained that laboratory facilities for teaching various

science subjects were not adequate in secondary schools for the teaching and learning of the

physical facilities sciences. Secondary school laboratories should be furnished with adequate

laboratory facilities for effective teaching and learning of sciences.

Okafor (2000) found that the adequacy of laboratory facilities had a significant effect on the

students’ academic performance in Chemistry. Aburime (2004) investigated the influence of

16

adequacy of laboratory facilities and academic performance in Chemistry and found that

adequacy had significant influence on students’ academic performance in secondary school

Chemistry teaching.

Neji et al., (2014) conducted a study on evaluating the adequate utilization of laboratory facilities

on students’ academic performance in secondary school in calabar, Nigeria on cross river state

taking into consideration public secondary schools in Calabar Education Zone. However, a

population of about 2652 chemistry students in Calabar education zone was used of which three

hundred and fifty (350) senior secondary school, three (III) chemistry students were sampled

from the population using the multiple sampling procedure, involving the use of stratified

random sampling. Two set of instrument were the instrument captured adequacy of laboratory

facilities which consist of 50 items on laboratory facilities and the second was chemistry

achievement test (CAT) which consists of 30 items. Nevertheless, the data collected was

analyzed using the analysis of variance (ANOVA) which tries to compare the mean of two

variables. Furthermore, the Pearson Product Moment Correlation was also used to test the

relationship that exists between adequacies of laboratory facilities on students’ academic

performance in chemistry.

Olel (2000) looked at optimal utilization of educational resources in schools in Kisumu district.

The study revealed that only a few schools in the district had above five laboratory

rooms(19.35%). Since no school can provide adequate teaching services without the use of

laboratories, she concluded that lack of laboratory facilities was a major contribution to poor

performance of some schools in KCSE, because candidates could not answer questions in

practical science subjects. The generalization of an education innovation is accompanied by the

17

need for new resources which should be available for a sufficiently long time in order that the

innovation becomes part of the daily life of educational establishment.

2.3.3 The library and academic performance

Oxford advanced learners dictionary described a library as a building or room in which

collection of books, tapes, newspapers etc. are kept for people to read, study or borrow. Library

is an essential factor in teaching-learning process. It forms one of the most important educational

Services. The educational process functions in a world of books. The chief purpose of a school

library is to make available to the pupil, at his easy convenience, all books, periodicals and other

reproduced materials which are of interest and value to him but which are not provided or

assigned to him as basic or supplementary textbooks. The importance of library has been

demonstrated by the government when it expressed in the National Policy on Education (NPE)

that every state Ministry needs to provide funds for the establishment of libraries in all her

educational institutions and to train librarians and library assistants. As a resource, it occupies a

central and primary place in any school system. It supports all functions of school-teaching and

provides service and guidance to its readers.

According to Fowowe (1988) a library must be up-to-date and at the same time allow access to

older materials. It must be properly supported financially to fund materials and services among

others.

While itemizing the types of libraries, Ola (1990) opined that secondary school library in

whatever form, has replaced the traditional method of ‘chalk and talk’ in imparting knowledge to

students that its effect on academic performance need not to be over emphasized. He concluded

that a well equipped library is a major facility which enhances good learning and achievement of

high educational standard. In his words, Farombi (1998) reiterated that school libraries may not

18

be effective if the books therein are not adequate and up-to-date as its impact may only be

meaningful if the library could be opened to the students always for a considerable length of time

in a school day. With all the above mentioned facts, it is sad to know that many schools operate

without libraries (Shodimu, 1998) whereas Ogunseye (1986) had earlier noted that total absence

of an organized school library would continue to spell dooms for thousands of secondary school

students. This statement clearly implied that many schools operate without libraries and had

affected the academic performance of their students.

Adeyela (2000) found in her study that large class size is not conducive for serious academic

work. In the same vein, Afolabi (2002) found no significant relationship among class size and

students’ learning outcomes. Yara (2010) in his study on class size and academic achievement of

students in mathematics in Southwestern Nigeria found out that the performance of students in

large classes was very low (23%) compared to those students in smaller classes (64%). There

was difference in the performance of male and female students in either group. He therefore

recommended that policy makers and government should ensure that more classrooms are built

and number of students in a class should not be more than 30.

The effects of class size on students’ performance has been researched in various fields and the

results of this research show mixed effects of class size on students’ performance.

McKeachie (1990) has summarized the theory of the effects of class size on learning, focusing

on how instructors and students behave differently in large and small classes. It is noted that

discussion time becomes fragmented among students in large classes and instructors may rely on

passive lecturing, assign less written homework or fewer problem sets, and may not require

19

written papers. In addition, instructors may find it difficult to know each student personally and

tailor pedagogy to individual student needs in a large class.

McKeachie’s (1990) survey of the education literature, however, suggests that learning is not

affected much by class size largely because instructors do not adjust their teaching methods to

class size. However, Hancock (1996) has indicated that while strong conventional wisdom

indicates that class size affects students’ learning, most of the earlier studies were not conducted

in higher education and report little more that surveyed impressions, thus offering little empirical

evidence. Siegfried and Kennedy (1995), in a study involving 178 classes taught by 121 different

instructors at 49 different colleges and universities, found no evidence that teaching strategies

employed by introductory economics instructors depended on class size. Students’ responses to a

survey also suggest that the effectiveness of various pedagogies may not differ much between

large and small classes.

Different studies have been done in relation to Library and academic performance.

Fuller (1986) identified a school library as a physical facility which may significantly influence

pupils’ achievement after controlling for pupils’ family background. He found that effect of

library size and its activity have been positive in 15 out of 18 analyses. Also, in his study on the

relationship between physical facilities and academic performance, Popoola (1989) discovered

that library correlates with academic achievement and those schools with well equipped library

normally maintain high academic performance.

In another study on raising school quality in developing countries, Fuller (1985) found that

collection of books kept for reading in the library is related to performance.

Reporting the state of library in Lagos secondary schools, Shodimu (1998) submitted that the

guidelines that each school should be provided with a library with 100 students seating capacity

20

was not followed as most of the schools he sampled had seating capacity of less than 100

students.

Musau (2004) found out that lack of library facilities was one of the most serious problems

standing in the way of achieving high education standards in learning institutions whereas Ayoo

(2002) carried out a study on the effects of school physical facilities on academic performance

and established that availability of facilities had a direct link with the performance of learners in

examination.

A follow-up study conducted by Graham and Byrony (2013) using a sample of 33,000

undergraduate students from eight U.K. universities found a positive relationship between library

resource use (access to electronic resources and book loans) and degree attainment. In Nigeria, a

study on personal factors as predictors of students’ academic achievement in colleges of

education revealed that availability and utilization of library resource has a great impact on

academic achievement (Abisola and Semiu 2014) Fuller (1986) identified a school library as an

instructional resource which may significantly influence pupils’ achievement after controlling for

pupils’ family background. He found that effect of library size and its activity have been positive

in 15 out of 18 analyses. Also, in his study on the relationship between physical

facilitiesfacilities and academic performance, Popoola (1989) discovered that library correlates

with academic achievement and those schools with well equipped library normally maintain high

academic performance.

UNICEF (2000) in Latin America, a study that included 50,000 students in grades three and four

found that children whose schools lacked classroom materials and had an inadequate library

were significantly more likely to show lower test scores and higher grade repetition than those

21

whose schools were well-equipped (Willms, 2000).Well managed schools contribute to

educational quality and enhance retention (Graig and duParisis, 1998).

O’Neil (2000) investigated the possible impact of school facilities on students’ performance,

behavior, attendance and teacher turnover rates in selected Central Texas Middle school in

Region X111 Educational Services Centre (ESC) area. The researcher used survey and personal

interviews on principals of 76 middle schools. To collect first hand qualitative data concerning

the impact of school facilities on students’ performance and teacher turnover rate. The researcher

found a positive relationship between academic performance and school building condition.

UNICEF (2000) in Latin America, a study that included 50,000 students in grades three and four

found that children whose schools lacked classroom materials and had inadequate library were

significantly more likely to show lower test scores and higher grade repetition than those whose

schools were well-equipped (Willms, 2000).Well managed schools contribute to educational

quality and enhance retention (Graig and duParisis, 1998).

2.3.4 Classroom and academic achievement

Baker (2005) observes that improved teacher training in classroom management is a critical part

in improving academic performance in a particular subject. Factors contributing to effective

classroom management include: teaching methodology, lesson planning and preparation,

interpersonal relationships and student motivation (Gaston, Lee and MacArthur 2010). Paine et

al (1983) observed that structuring a classroom so that it supports positive student behavior

requires prior planning. The structure of the classroom environment should decrease the

likelihood of inappropriate student behavior and increases desirable student interactions and

consequently improves academic performance. A classroom environment would enable learners

to study in a way that is interesting, enjoyable and purposeful. Among models to restructure a

22

good classroom environment include: use of a variety of teaching methods and involving

students to numerous learning activities, physical facilities class arrangement that allows a

teacher to access students, efficient use of class time and ensuring that students interact

positively during cooperative learning activities (Emmer and Stough, 2001).

Kerr and Nelson (2002) assert that the use of rules is a “powerful, preventive component of

classroom organization and management plans.” Rules are aimed at establishing the expected

behaviors, what to be reinforced and the consequences for inappropriate behavior. Thus

emphasis of effective class discipline helps to cut down on discipline problems and leave the

classroom with fewer interruptions and disruptions. Wong (2007) believes that student

performance is influenced by how well the procedures are laid out and taught to them. To instill

class discipline, teachers should introduce class rules early enough when the year is beginning

and make sure they are understood by all. The teacher should be fair and impartial across all the

students. In case of disruption within a lesson, the teacher should deal with the interruption with

as little distraction as possible. Teachers should consider over planning as a recipe to avoid

giving students free-time within the lesson. The teacher should be consistent in that they cannot

afford to ignore negative behavior.

Collins (2007) advocates for “cooperative discipline” where the teacher and students work

together to make decisions. To him teachers should come up with a code of conduct that shows

how students should behave and not how they should not behave. This instills discipline in a

child as they know what is expected of them. Glenn et al (2003) emphasized the need for

teachers to hold class meetings severally. Class meetings encourage respect among teacher and

students. According to Barbara Coloroso theory of Inner self control, students should be given an

opportunity to develop their self control and that classrooms are the ideal places for this

23

opportunities. Thus class discipline can be identified through the use of lesson plans, learning

activities, a code of conduct (rules and routines), communicating to parents and through group

works (Collins 2007). Consequently there are strategies that promote good use of routines such

as: praising, giving a token and signing behavior contracts with students with behavior problems

(Emmer and Stough 2001).

In South Africa: school Act of 1996 encouraged the need for positive disciplinary strategies as

opposed to corporal punishment. Mabeba and Prinsobo(2000) asserts that positive discipline

builds a learners‟ self-esteem and enables them to cooperate and participate in the classroom and

consequently assume responsibility for what happens.

A research carried out by Nelson (2007) in South Africa shows that teachers who assist students

to set high expectations and encage them in self-evaluation of their performance get better grades

as compared to student with poor self efficacy. Kerr and Nelson (2002) encourage the use of

humor as a way to engage students and activate their learning. To them, when teachers share a

laugh or a smile with students, they help students feel more comfortable and open to learning.

Moreover, humor brings enthusiasm, positive feelings, and optimism to the classroom. Teachers

are expected to conduct a needs analysis to identify the needs of students so as to capture their

attention during learning process. Students need to be taught respect for self and others so that

they can be able to function healthily in the society (Rogers, 2008). In Kenya as a behavior

adjustment strategy, guiding and counseling department has been introduced in educational

institutions as opposed to corporal punishment used in many African countries. Kireria 2007

noted that a good classroom environment should promote independent learning. Students should

be exposed to numerous learning activities so that they can take pride in their accomplishments

and instill a desire for knowledge

24

According to FAWE (2001) schools that lack adequate classrooms for instance, hold their

lessons outside or under trees. During bad weather such lessons are postponed or are never held

altogether. This interferes with syllabus coverage and students from such schools do not perform

well in examination. Republic of Kenya (1988a) identified that Kenya’s schools are

characterized by variety in the size and quality of buildings. Some schools share classrooms and

science laboratories, which are too small for current classes of forty and above students. On the

other hand new schools have teaching rooms which are too small because they were not built to

specifications. Moreover, most school buildings and other facilities are poorly maintained. Such

facilities hamper the teaching and learning process and eventually affect student’s performance

in examination.

A study carried out in Kisumu municipality by Ayoo (2002) found that schools that were doing

well in national examinations had adequate learning facilities. It found out that some schools

lacked enough classrooms, desks and chairs leading to overcrowding. Such conditions frustrated

students during learning. Ayoo (2002) concurs with Mutua (2014) on the importance of learning

facilities. On physical facilities, Mutua noted that most schools in Mtito-Andei Division were

poorly equipped and they lack the essential physical facilities, which are necessary for learning.

Likoko et., Al (2013) notes that better facilities in a school lead to better performance in

examinations

Young (1982) notes that the arrangement of classrooms affects teachers’ teaching practices and

consequently pupils’ academic performance; He says that good physical facilities arrangement of

the class will create conducive atmosphere which will positively contribute to teaching and

25

learning, good academic performance of the pupils while poor arrangement of classrooms may

lead to low academic success because pupils’ knowledge may be disorganized as the classroom

disorganization. In the same line of view of Kabaana (1999) asserts that the arrangements of

classrooms desks and chairs discourage interactions among pupils and teachers, which review as

disruptive to the teaching process. Good classroom arrangement also creates a clear zone of

greater pupils. Teacher exchange, pupils seated across the front row and down the center are

most likely to interact with teachers. This is in accordance with Rosenshine and Stevens’ (1986)

view that when desks are arranged in circles children raise their hands more frequently and make

spontaneous comments about the lessons than when desks are positioned in rows and columns.

2.4 Critical review and Research Gaps

In a study to evaluate the effect of laboratory facilities on students’ academic performance in

secondary school in Nigeria, Neji et al., (2014) relied on questionnaire as the tool for data

collection. This method of data collection allows self-reporting by the respondents. As such the

trustworthy of the information provided may not be reliable. Triangulation method could have

allowed the researchers to use various different methods to collect data for the same study such

as interviews and focus group discussion and this could have increased the level of reliability of

the information gathered

In a study that sought to establish the influence of adequacy of laboratory facilities and academic

performance in Chemistry Aburime (2004) used purposive sampling technique to select

respondents that included teachers and students. This method is non-probability sampling

method and it has the disadvantage of denying all individuals within the study population equal

chances of being selected for the study. This implies that the data that will be collected will not

26

represent the opinion of the entire population under study but that of few individuals.

Generalizing the study findings to the entire study population could be misleading.

In India a study was conducted by Vipul and Srivastav (2015) with an aim of finding the role of

physical facilities on the performance of student in secondary schools. The study used students

from secondary schools which were selected randomly. While this ensured that the sample was

as representative as possible to reduce error arising from sampling, failure to use different

methods as data collection tools and relaying on questionnaire with close ended question might

compromise the reliability of the data.

Although there is sufficient evidence from the existing literature that physical facilities has a

positive effect on the students’ academic performance, there is no evidence that such study has

been conducted in Rwanda. This shows that there is a gap in this perspective. This study will

contribute significant information that will help in bridging this gap.

2.5 Theoretical framework

The theory that could explain, describe, help to understand and predict performance is the

Cognitive load theory. It was formulated by Sweller in 1988 and suggests that effective physical

facilities promote learning by directing cognitive resources towards activities that are relevant to

schema acquisition. According to Christopher (2014) the more information that is delivered at

once, the more likely that the students will not actually learn what is being taught nor will they

be able to recall that information for later use. This theory recommends use of visual and

auditory instruction techniques to increase the learners’ short term memory capacity. The amount

of load that is being placed upon the learners’ working memory can be reduce by integrating the

various sources of information, such as audio-visual and charts and pictures rather than giving

27

the various sources individually (Christopher, 2014). This theory can be related to the current

study on determination of influence of instructional materials on teaching and academic

performance i.e. learning in general. The application of this theory on this study could be helpful.

School should make different facilities such as laboratory, library and enough classrooms to

facilitate learning. This could help in improving knowledge retention.

Another theory applicable to this research is the experiential learning theory. The Experiential

learning theory is built on social and constructivist theories of learning, but situate experience at

the core of the learning process. These theories suggest that experiential learning is “self-initiated

learning” as people have a natural inclination to learn; and that they learn when they are fully

involved in the learning process. According to these theories, learning can only be facilitated and

is most likely to occur and to last when it is self-initiate (Office of Learning and Teaching,

2004). These theories relates with the current study in that the study will embark on instructional

material which are meant to facilitate learning in schools.

2.6 Conceptual framework

A conceptual framework is a model representation where a researcher represents the relationship

between variables in the study and shows the relationship graphically and diagrammatically

(Orodho, 2005). The conceptual framework in this study is based on the representation of

physical facilities influencing teaching and academic performance in secondary schools. The

conceptual framework above attempts to explain the relationship that exists between the

dependent, independent, and intervening variables. Samaranayake (2010) argues that the

independent variable is typically the variable being manipulated or changed and the dependent

variable is the observed result of the independent variable being manipulated. The framework

shows the relationship between different school facilities and their impact on students ‘academic

28

achievement. It shows students’ academic achievement as a dependent variable which is related

to the independent variables (Laboratory, classroom, library).

Figure 2.1: Conceptual framework

Source: (Researcher, 2017)

The conceptual framework for this study attempts to explain the relationship that exists between

the dependent, independent, and intervening variables. Samaranayake (2010) argues that the

independent variable is typically the variable being manipulated or changed and the dependent

variable is the observed result of the independent variable being manipulated .The above figure

shows the relationship between different physical facilities and their impact on students

29

‘academic achievement. It shows students’ academic achievement as a dependent variable which

is related to the independent variables (Laboratory, classroom, library). According to the figure,

spacious library, availability of textbooks, adequacy of apparatus, utilization of laboratory,

availability of laboratory technician, number of laboratories, availability of enough classrooms

and Classroom arrangement affect academic achievement,. When school facilities are available

then the students’ academic achievement is likely to be improved.

The conceptual framework also identifies some intervening variables, which may affect students’

academic achievement as well. According to Samaranayake (2010) intervening variables are

those that might affect the relationship between the independent and dependent variables.

Intervening variables are usually not theoretically interesting. They are measured in order for the

experiment to compensate for them. The extraneous variables of this research are parental

involvement, School environment; Government policies Family background.These intervening

variables also affect students’ academic achievement as well

2.7 Summary

Basing of the literature it is evident that physical facilities have a great influence of students’

academic achievement. Schools where physical facilities are made available and fully utilized,

academic performance is more likely to be higher compared to schools with limited or without

physical facilities. Qualification of school teachers alone without the integration of school

facilities in learning might not yield much as far as student’s performance is concerned.

According to Agbulu and Wever (2011), physical facilities are important because they are used

for the transference of information from one individual to another, help the teacher in extending

his learner’s horizon of experience, stimulate learners’ interest and help both teachers and

students to overcome physical facilities limitations during the presentation of subject matter,

30

among others. Choice of instructional material is of great importance to ensure that the intended

message is delivered. Teachers are more likely to be effective in teaching and impacting children

when they are provided with relevant instructional materials. Audio books are capable of

increasing children knowledge because they can be used at home or anywhere else far from

school. Visual aids has the potential to stimulate good memory to children as they watch films of

videos of various subjects

31

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with the methodology that was adopted in carrying out this study. These

includes; the design of the study, target population of the study, sample size and sampling

technique, instrument for data collection, validity and reliability of instrument. It also included

procedure for administration of Data Collection Instruments method of data analysis.

3.1 Research Design

Descriptive survey research design was employed in this study. This research design involved

collecting information from the study sample using questionnaire. Descriptive survey design was

used in preliminary and exploratory studies to gather information, summarize, present and

interpret for purpose of clarification (Orodho, 2005). According to Mugenda and Mugenda,

(2003), descriptive research determines and reports the way things are and also helps a

researcher to describe a phenomenon in terms of attitude, values and characteristics.

3.2 Target Population

Target population represents all cases of people or organizations which possess certain

characteristics; it is the larger group from which a sample is taken (Mugenda and Mugenda

2003). The target population in this study consisted of all secondary school in Gasabo district.

Gasabo district comprises of 40 secondary schools with 40 head teachers, 472 teachers. The

respondents included head teachers and teachers.

3.3 Sample design

A sample design refers to the technique or the procedure the researcher would adopt in selecting

items for the sample (Kothari, 2004). It is a plan showing how the sample will be obtained from

the population.

32

3.3.1 Sample size

Sample size refers to the number of units or people that are chosen from which the researcher

wish to gather information or data (Evans et al., 2000). A sample size of 36 secondary schools

will be selected for the study. The sample size was determined using Slovin’s formula (1960)

below;

Where;n-the sample size (36)

N - the population size (40)

e - the acceptable sampling error (0.05)

schoolsn 363.36

5.0401

402

This sample size will be constituted by sample sizes from the stratums calculated through

proportionate stratification such that the sample size of each stratum is proportionate to the

population size of the stratum. Strata sample sizes was determined using the following formula:

nh = ( Nh / N ) * n (Bhanu, 2011)

Where,

nh is the sample size for stratum h,

Nh is the population size for stratum h,

N is total population size,

n is total sample size

Table 4.1: Strata sample sizes

Category of

schools

Target

Population

Sample size

Determination

Sample

size

Sampling technique

Ordinary

schools

18 nh = ( 18 / 40 ) * 36 16 Random sampling

9YBE schools 22 nh = ( 22 / 40 ) * 36 20 Random sampling

Total 40 36

33

According to Mugenda and Mugenda (2003), 30% of a study population is enough to generate a

sample size that is representative of the population. In this study 30% of the 472 teachers in the

district were considered a true representation of the teachers. A total of 36 head teachers, one

from each of the selected schools was also be included in the study.

3.3.2 Sampling Technique

The stratified sampling technique was used to obtain the schools that represented the study

population. The choice of this technique was based on the fact that it is more convenient when

the population is very large and that it provides greater precision Wolfer (2007). The technique

involved dividing the entire study population into strata and then applying random sampling

methods on each stratum to obtain the final study sample size. Stratification was based on the

whether the school is a mixed or single. Simple random sampling method was applied in each

stratum to select the required number of school.

The researcher randomly selected four teachers from each of the selected school. This constituted

141 teachers i.e. 30% of all teachers in the district. To achieve this, the researchers prepared a

list of all teachers in each selected school and then assigned each name a number. The numbers

were then be placed in a bowl and thoroughly mixed. The researcher picked one paper at a time

from the bowl until a complete number of 4 teachers are obtained. Teachers represented by the

picked numbers constituted the study samples.

3.4 Data collection Method

Data collection is compilation and interpretation of primary and secondary sources of

information (Benarte, 2001).

34

3.4.1 Data Collection Instruments

The research study used questionnaire as the key instrument for primary data collection. The use

of questionnaires was preferred as it ensured confidentiality, save time, and is easy to administer

(Bell, 1993). The questionnaire is ideal because the researcher is able to collect information from

a larger sample. It also give a greater feeling of anonymity hence encourage open responses to

sensitive questions. The questionnaire will contain closed question to ensure that only relevant

answers will be given.

3.5.2 Administration of Data Collection Instruments

The questionnaires were delivered to the respondents by the researcher through drop and pick

method. This method involves administering the respondents with the questionnaires and picking

them afterwards. This gives the respondents enough time to understand the questions and give a

relevant response (Bowling, 2005). The head teachers were contacted through phone call to

confirm their availability and their preferred time and venue for interview. Interviews were

employed with the use of interview guide to avoid the interviewees from deviating from the set

objectives. Face to face approach has a distinct advantage of enabling the researcher to establish

rapport with potential participants and therefore gain their cooperation. These interviews yield

highest response rates in survey research. They also allow the researcher to clarify ambiguous

answers and when appropriate, seek follow-up information (Leedy and Ormrod, 2001). The

researcher used a tape recorder to capture the interviewee’s opinions and responses. This method

will be preferred because it saves time, allows the researcher to concentrate and respond better. It

also avoids distractions hence the discussion flows better leading to gathering of detailed

information (Kvale, 1996).

35

3.5.3 Validity and reliability

Validity is defined as the accuracy and meaningfulness of inferences, which are based on the

research results (Mugenda and Mugenda, 1999). In other words, validity is the degree to which

results obtained from the analysis of the data actually represents the phenomena under study.

Abisola et al., (2014) define validity as the degree to which a test measures what it purports to

measure. According to Abisola et al., (2014), validity of an instrument is improved through

expert judgment. As such, the researcher will seek assistance from the supervisor, in order to

help improve content validity of the instrument.

Reliability is a measure of the degree to which the research instrument yields consistent results

after repeated trials (Mugenda and Mugenda, 2003). It provides a degree of confidence (Coleman

and Briggs, 2002). In this study, test-retest method will be used to test for reliability of the

instrument. The method involved the researcher to administer the same instrument twice to the

same group of subjects. The study instrument will be administered to 110 secondary school

teachers in Kicukiro district. Two weeks duration will be allowed between the first and second

administration. The scores from both tests will be computed using the Pearson Correlation

Coefficient to determine whether the two tests correlate. A correlation coefficient value above

0.7 will be taken to indicate reliability of the instrument (Toke et al., 2012).

3.8 Data analysis

Data analysis is the process of bringing order, structure and meaning to the mass of information

collected (Mugenda and Mugenda, 2003). The questionnaires were first edited then coded to

facilitate statistical analysis. Descriptive statistics for the study were frequency distribution and

percentages which will be generated through descriptive analysis. Inferential statistics for the

study was Pearson correlation that estimated the relationship between the study variables.

36

Statistical Package for Social Science (SPSS) version 21 was used to generate both descriptive

and inferential statistic.

3.9 Ethical consideration

The researcher proceeded with data collection after obtaining authorizations from Mount Kenya

University and the selected schools from which data was collected. The researcher’s ensured that

participants completely understand the purpose and methods to be used in the study. The

participants were made to understand that they have the right to withdraw from the study at any

time. In addition, sample collections were done with appropriate approvals of the schools and

other relevant authorities. A consent form was availed to the participants to sign whether to

participate in the study or not. Assurance that all the information provided by the respondents

was treated with utmost confidentially will also be ensured. Furthermore, data collected in the

course of this study was used for academic purposes only.

37

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION

4.0 Introduction

This chapter presents the analysis and findings with regard to the objectives and the originally

established research questions. The purpose of the study was to assess the effect of physical

facilities on students’ academic performance of secondary students of Gasabo District in

Rwanda. The findings are presented in percentages and frequency distributions and pie chart.

Out of the 141 questionnaires issued out, 128 were properly filled and returned for data analysis.

This represented a response rate of 91%, which is excellent for use in making conclusion

(Baruch, 1999). All the four head teachers were available for interviews.

The study objectives were; to determine the extent of utilization of physical facilities in Gasabo

District secondary schools, Rwanda between the years 2012 and 2014 inclusive, to evaluate

academic achievement of students in Gasabo District secondary schools, Rwanda, between the

years 2012 and 2014 inclusive and to examine relationship between physical facilities and

academic achievement of students in Gasabo District secondary schools

4.1 Demographic Information

The study sought to investigate the demographic information of the respondents. These data were

important in ascertaining the background of the respondents. Demographic findings are therefore

presented in this section and they included; gender and age, education level and the teaching

experience of the respondents.

4.1.1 Distribution of Gender of respondents

The study sought to determine the distribution of gender among the study participants. The study

findings revealed that majority (59%) of the study participants were female while male

participants constituted 41 % as indicated by figure 4.1. This indicates that the teaching

38

profession in the district was undertaken by both male and female. However male employees

were the majority. However women were more involved in teaching profession compared to

men.

Figure 4. 1: Gender distribution

Source: (Researcher, 2017)

4.1.2 Age of respondent

The study further sought to establish the distribution of age of the respondents. Data collected

regarding respondents ages are presented in the table 4.1.

Table 4. 1: Respondents Age distribution

Age Group Frequency Percent (%)

<25 years 3 2

25-35 years 35 27

35-45 46 35

>45 48 36

Total 132 100

Source: Field data

Table 4.1 indicate that majority 36% of the respondents were aged between above 45 years, 35%

of the respondents were aged between 35- 45 years, 27% of the respondents were aged between

39

25-35 years while only 2% were below 25years. These finding implies that majority of the

teachers in the district were adult (above 45 years) with young adults (35-45 years) constituting a

considerable percentage of teachers in the district. This means that most of the teachers were old

enough to offer beneficial counseling and advice to students besides teaching.

4.1.3 Level of Education and working experience of participants

Table 4. 2: Education level and working experience of participants

Education Level Frequency Percentage (%)

A1 38 28

A0 79 60

Masters 15 11

Working experience

< 2years 9 6

2-5 years 38 29

>5 years 85 64

Source: Field data

The study also sought to determine the highest level of the education attained by the respondents.

Table 4.2 shows that majority (60%) of the respondents had university education (A0), 28% had

secondary education (A1), while 11% had masters level of education. From the findings, it is

clear that majority of the respondents had adequate education that is required to enhance quality

services to the students and improve students’ performance. Additionally the study collected data

on working experience of the study participants. Also the table indicates that majority (64%) of

the respondents had a working experience of more than five years, 29% of the respondents had a

working experience of 2-5 years while 6% of the respondents had a working experience of less

than 2 years. This indicates that most of the respondents had spent sufficient time in teaching

profession and they were therefore capable of adequately responding to the study questions.

40

4.2 Presentation of findings

4.2.1 Objective number one

The study sought to determine the extent of utilization of the physical facilities in Gasabo

District secondary schools. During the research the respondents were asked to state how often

they utilized the various physical facilities in their respective schools. Table 4.4 shows the

information provided by the respondents.

Table 4. 3: Utilization of physical facilities

Physical facilities Very often Often Not often Not at all

Classrooms

Library

Laboratories

118(90%)

97(73%)

62(47%)

14(10%)

24(18%)

30(23%)

-

9(7%)

13(10%)

-

2(2%)

26(20%)

Source: Field Data

Table 4.3 analyses the utilization of physical facilities among schools. Majority of the

respondents agreed that they utilized classroom very often 90% while some said that they were

often used 10%.None of the respondents said that they did not utilize the facilities neither was

there any who lacked the facilities. In regards to Library, respondents agreed that they utilized

the library very often 73%, some said it was often used 18%, others confirmed it was not often

used7%, while some said it was missing2%, On laboratory respondents agreed that they utilized

the very often 47%,other said it was often used 23%.Some respondents said it was not often used

10% while others agreed it was missing 20%. The underutilization and unavailability of physical

facilities could highly translate to poor performance of schools in Gasabo District.

41

4.2.2 Objective Number Two

The second objective of this study was to evaluate the performance of students in Gasabo

District.

Table 4. 4: Students performance from 2012 to 2014

Category

2012

2013

2014

Ordinary

schools

9YBE Ordinary

schools

9YBE Ordinary

schools

9YBE

Students who sat for

the examination

1340 2350 1864 3204 1967 3456

Students who passed

the examination

1022 1242 1364 1835 1540 2013

Percentage 76.3% 52.8% 73.1% 57.8% 78.2% 58.2%

Source: Field Data

Table 4.4 indicates that the performance of students in Ordinary schools was well above 70%

from 2012 to 2014 i.e. 76.3% of those who sat for national exam in 2012 passed, 73.1% passed

in 2013 and 78.2 passed in 2014. The table also shows academic performance among students in

9YBEschools. Those who passed the national examination improved from 52.8% in 2012 to

58.25 in 2014 within the district. The difference in performance can be highly related to the

inadequate utilization of physical facilities by 9YBE schools since most of these schools lack

majority of these facilities.

42

4.2.3 Objective Number Three

The study sought to determine participants’ perception on the effect of utilization of physical

facilities on student’s academic performance.

Table 4. 5: Effect of library on academic achievement

Statement Strongly agree Agree Disagree

Schools with Fully utilized libraries perform

better than those without 115(90%) 13(10%) -

Having adequate resources in the library

affects students performance 101(79%) 25(20%) 2(1%)

A good learning environment enhances better

understanding and performance of students 71(55%) 23(18%) 34(27%)

Good performance of students is independent

of library but rather students intellectual

capacity

53(41%) 46(36%) 29(23%)

The library is open for sufficient time for

students 89(70%) 39(30%) -

Source: Field data

Table 4.5 indicates that 90% of the study respondent strongly agreed with the statement that

schools with fully utilized libraries perform better than those without while 10% just agreed.

Majority 79% of the study participants strongly agreed with the statement that having adequate

resources in the library affects students’ performance, 20% just agreed while 1% disagreed with

the statement. The table also shows that 55% of the respondents strongly agreed with the

statement that a good learning environment enhances better understanding and performance of

students 18% just agreed while 27% disagreed. Majority 41%agreed that good performance of

students is independent of library but rather student’s intellectual capacity, 36% just agreed while

43

23% disagreed. Most 70% of the study respondents strongly agreed with the statement that their

library is open for sufficient time for students while 30% just agreed

Table 4. 6: Effect of laboratory on academic achievement

Statement Strongly agree Agree Disagree

School laboratory have an effect on academic

performance 79(62%) 49(32%) -

Good utilization of Laboratory equipment

contributes to better performance among students 23(18%) 76(59%) 29(23%)

Students who regularly carry out laboratory

experiments are the ones who perform better in

National Examinations 86(67%) 42(33%) -

Some secondary schools perform better in the

National Examinations despite lack of

Laboratories

16(13%) 75(59%) 37(28%)

All Schools should be equipped with laboratories

tools for a better performance of students 1(1%) 69(54%) 58(45%)

Source: Field data

Table 4.6 indicates that 62% strongly agreed with the statement that availability of laboratory

affect academic performance while 32% just agreed. Majority (59%) agreed with the statement

that good utilization of Laboratory equipment contributes to better performance among students

their school had a laboratory, 23% disagreed while 18% strongly agreed. Also, 67% strongly

agreed that students who regularly carry out laboratory experiments are the ones who perform

better in national examinations, while 33% just agreed. The table also shows that 13% of the

study participant strongly agreed with the statement that some secondary schools perform better

in the national examinations despite lack of Laboratories59% just agreed while

28%disaagreed.1% of the respondents strongly agreed that schools with laboratories perform

better compared to those without, 54% just agreed while 45% disagreed.

44

Table 4. 7: Effect of classrooms on academic achievement

Statement Strongly agree Agree Disagree

Availability of classroom enhances better

academic performance 105 (82%) 23(18%) -

Having a well spaced classroom affect students

learning

Lack of enough chairs and desks affect students

performance

Every student in the classroom has enough

instructional materials

34(27%)

100(78% )

94(73%)

28(21% )

-

A well equipped classroom affects students

performance

23(18%) 59(46%) 46

(36%)

Number of Classrooms in relation to students

ratio affect performance

25(20%) 76(59%) 27(21%)

Source: Field Data

Table 4.7 indicates that 82% strongly agreed with the statement that availability of classroom

enhances better academic performance while 18% just agreed. Majority (73%) agreed with the

statement that, having a well spaced classroom affects students learning 27% strongly agreed.

Also, 78% strongly agreed that lack of enough chairs and desks affect students’

performance 21% just agreed. The table also shows that 18% of the study participant strongly

agreed with the statement that a well equipped classroom affects students’ performance 46% just

agreed while 36% disagreed. Some participants 20% strongly agreed that the number of

Classrooms in relation to students’ ratio affect performance, 59%agreed while 21%disagreed.

4.3 Relationship between physical facilities and academic achievement

The study sought to determine the relationship between physical facilities and academic

achievement of the students in selected secondary schools. Table 4.9 shows the correlation

analysis.

45

Table 4. 8: Correlation analysis

Academic

achievement

Library

Laboratory

Classrooms

Academic

achievement

Pearson Correlation 1

Sig. (2-tailed)

N 128

Library

Pearson Correlation .476**

1

Sig. (2-tailed) .001

N 128 128

Laboratory

Pearson Correlation .339* .521 1

Sig. (2-tailed) .021 .232

N 128 128 144

Classrooms

Pearson Correlation .628**

.289 .361 1

Sig. (2-tailed) .000 .045* .055

N 128 128 128 128

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Source: Field Data

Table 4.8 indicates that students academic achievement correlates positively and significantly

with library (R= .476**,

P<0.01), laboratory (R= .339*, P<0.05) and classrooms (R= .628

**,

P<0.01). This implies that ensuring adequate utilization of library, laboratory and classrooms in

secondary schools would enhance academic achievements in secondary schools in Gasabo

district. Meremikwu et al., (2012) reported a positive relationship between instructional material

and mathematics achievement of primary school pupils. A study by Ikerionwu (2000) revealed a

significant relationship between library and academic achievement. This is in agreement with the

findings of this study. The finding coincides with Kasambira (1997) who pointed that classroom

as an instructional facility and the general arrangement of activity area are important for better

performance.

46

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

5.0 Introduction

This chapter provides the summary of the findings, conclusions of the study, recommendations

and suggestions for further studies. The first section points out the summary of the major

findings according to the objectives, the second section gives the conclusion, and the last section

provides the suggestions to possible areas of the further studies.

5.1 Summary of Findings

The purpose of the study was to assess the effect of Physical facilities on academic performance

of secondary schools in Rwanda between the years 2012 and 2014 inclusive in Gasabo district.

The research was guided by the following specific objectives: To determine the extent of

utilization of physical facilities on academic achievement in Gasabo District secondary schools,

to evaluate academic achievement of students in Gasabo District secondary schools and to

examine relationship between physical facilities and academic achievement of students in

Gasabo District secondary schools. The findings are presented in percentages and frequency

distributions, pie chart and graphs.

Regarding the objective one the study findings indicated the extent of utilization of physical

facilities. Most respondents agreed they had and often utilized classrooms. Concerning library,

participants confirmed that they had libraries that were often utilized, however some did not

often use the library at all, and others did not have a library at all. On laboratory, respondents

agreed that they utilized the laboratory very often 47%,other said it was often used 23%.Some

respondents said it was not often used 10% while others agreed it was missing 20%.The

respondents therefore showed that there is a link between physical facilities and academic

47

achievement. This study concurred with the findings of Yara and Otieno (2010) who that

government financial support, trained teachers, availability of classroom/laboratories and

textbooks can be used to predict student’s performance.

Concerning the objective number two the study findings indicated that the performance of

students in Ordinary schools was well above 70% from 2012 to 2014 i.e. 76.3% of those who sat

for national exam in 2012 passed, 73.1% passed in 2013 and 78.2 passed in 2014. The findings

also indicated academic performance among students in 9YBE in-terms of performance those

who passed the national examination improved from 52.8% in 2012 to 58.25 in 2014 within the

district. However there was a difference in performance between the ordinary schools and 9YBE

schools. This could be attributed the fact that the most ordinary schools were well equipped with

different facilities hence leading to better performance.

Finally concerning the objective three, the study findings indicated that students academic

achievement correlates positively and significantly with library (R= .476**,

P<0.01), laboratory

(R= .339*, P<0.05) and classrooms (R= .628

**, P<0.01). This implies that ensuring adequate

availability of library, laboratory and classrooms in secondary schools would enhance academic

achievements in secondary schools in Gasabo district.

5.2 Conclusion

The study concluded that physical facilities were available in most schools though underutilized.

Also the materials were inadequately distributed between schools. The study also concluded that

students’ achievement was above average in the sampled schools. The study also concluded that

students academic achievement correlates positively and significantly with library (R= .476**,

P<0.01), laboratory (R= .339*, P<0.05) and classrooms (R= .628

**, P<0.01).

48

5.3 Recommendations

From the study findings the study revealed a significant relationship between library, laboratory,

classroom and academic achievement. In this perspective the study recommends the following:

Schools managements should ensure that physical facilities including laboratories, libraries and

sufficient classrooms are available for students to create a warm teaching-learning environment

to improve academic performance.

Physical facilities should be equitably distributed in secondary schools to equitably raise the

performance of 9YBE schools. The district and schools should contribute in the building and

equipping school libraries

Libraries and laboratories should be equipped and with updated materials and utilized to raise the

academic performance of students encourage parents to contribute and buy some school

materials such laboratory materials.

The study also recommends that physical facilities are not only available enough but also utilized

especially in 9YBE schools.

There is need for the government of Rwanda to increase the number of teachers and classrooms

to reduce pupils-teachers ratio, as this would raise performance of schools equally and promote

enrollment to all schools equally.

Workshops and seminars should be organized from time to time for teachers to learn on how to

use physical facilities and their importance in the teaching and learning process.

5.4 Suggestions for further study

This study focused on contribution of physical facilities and academic performance of students in

schools. The study recommends further investigations on;

49

The role of management practices on students’ performance in Gasabo district. Socio-economic

factors influencing students’ academic performance in Gasabo District. Home based factors

influencing students’ academic performance in Gasabo district. Effects of peer influence on

students’ academic performance in Gasabo District

50

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57

APPENDICES:

APPENDIX I: AUTHORIZATION LETTER

58

APPENDIX II: PERMISSION FOR DATA COLLECTION

59

APPENDIX III: QUESTIONNAIRE FOR TEACHERS

RESEARCH TOPIC: PHYSICAL FACILITIESFACILITIES AND ACADEMIC

ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

STUDY AREA: Gasabo District, Kigali

RESEARCHER: Caroline Nyambura Caroline

AFFILIATION: Mount Kenya University –Rwanda.

Dear Respondent,

I am Master’s student at Mount Kenya University and I am doing research on Physical facilities

and students’ academic achievement. I wish to assure you that your responses will be kept

confidentially and will be used only for the purpose of this research. Please endeavor to fill this

questionnaires and turn back them to me after 2 hours and Personal responses are recommended.

I am so grateful to you for spending your time and accept to fill this questionnaire.

Thank you.

NYAMBURA Caroline

60

Section A: Demographic data

1. Please specify your gender

Male Female

3. Tick your age in years appropriately.

Below 25 25-30 30-50 Above 50

4. What is your level of academic qualification?

A2 A1 A0 Masters

5. Level of teaching experience

< 2 years 2-5 years >5years

Section B: Extent of utilization of Physical Facilities

Physical facility Frequency of use of the Physical facility

Very

often

often Not so

often

Not at all

Library

The library is open

Student visit the library always

Teachers use the Library for

research

Laboratory

Laboratories in the school are

open daily

Science Practicals are carried in

the laboratories

Laboratories are equipped with

the necessary lab materials

Classrooms

61

There are enough classrooms

for different levels

Classrooms have sufficient

chairs and desks for students

Section C

Effect of physical facilities on academic achievement

This part of the questionnaire relates to information regarding library in your schools and your

opinion regarding effect of library on academic achievement.

Kindly respond by indicating the degree to which you agree or disagree with the statement

provided

5=strongly agree 4=Agree 3= Decided 2= Disagree 1=strongly disagree

Part i. Library

Part ii Laboratory

Statement 5 4 3 2 1

Schools with Fully utilized libraries perform better

than those without -

Having adequate resources in the library affects

students performance

A good learning environment enhances better

understanding and performance of students

Good performance of students is independent of

library but rather students intellectual capacity

The library is open for sufficient time for students -

The library is well managed

The library is open always when we need it

62

Statement 5 4 3 2 1

School laboratory have an effect on academic performance

Good utilization of Laboratory equipment contributes to better

performance among students

Students who regularly carry out laboratory experiments are the

ones who perform better in National Examinations

Some secondary schools perform better in the National

Examinations despite lack of Laboratories

All Schools should be equipped with laboratories tools for a

better performance of students

There is a relationship between physical facilities facilities and

academic performance

Statement 5 4 3 2 1

School laboratory have an effect on academic performance

Good utilization of Laboratory equipment contributes to better

performance among students

Students who regularly carry out laboratory experiments are the

ones who perform better in National Examinations

Some secondary schools perform better in the National

Examinations despite lack of Laboratories

All Schools should be equipped with laboratories tools for a

better performance of students

There is a relationship between physical facilities facilities and

academic performance

63

Part iii Classrooms

Statement 5 4 3 2 1

Availability of classroom enhances better academic performance

Having a well spaced classroom affect students learning

Lack of enough chairs and desks affect students

performance

Every student in the classroom has enough instructional materials

A well equipped classroom affects students performance

and other furniture are in good condition

Number of Classrooms in relation to students ratio affect

performance

64

APPENDIX IV: INTERVIEW FOR HEAD TEACHERS

1. Is your school well equipped with new and updated facilities that help the work of a

teacher?

2. Do teachers have enough resources for all the subjects?

3. Does your school have sufficient classrooms, library, and laboratory?

4. Does the school have enough books in science and students books, at least 2 in each

subject?

5. How is the performance of students in tests and end of term exams?

6. How many students attained Division I ,II,III consecutively in the three years

7. How many students were promoted to A level after sitting for their ordinary examinations

in the three consecutive years?

8. .Do students access the library easily and perform well due to this accessibility to

learning facilities?

9. Do Teachers have updated teaching resources and are willing to use and exploit the new

given teaching materials?

10. Is there a close correlation between school facilities and academic achievement?

65

APPENDIX V: MAP OF GASABO DISTRICT

;

www.Gasabodistrict.gov.rw

Retrieved on 19st July 2016

66

APPENDIX IV: LIST OF SCHOOLS WHERE RESEARCH WAS

CONDUCTED IN GASABO DISTRICT

LIST OF SCHOOLS

1 ES BUMBOGO

2 FAWE GIRL'S SCHOOL

3 ES BUMBOGO

4 COLLEGE DE L'ESPOIR DE

GASOGI

5 G.S.APRED NDERA

7 LYCE LA COLOMBIERE

8 IFAK

9 PETT SEMINAIRE NDERA

10 APAER RUSORORO

11 GLORY SECONDARY

SCHOOL

12 RIVIERA HIGH SCHOOL

13 COLLEGE DOCTRINA

VITAE

14 NU-VISION HIGH SCHOOL

15 GIHOGWE SECONDARY

SCHOOL

16 COLLEGE AMI DES

ENFANTS

17 KIGALI CHRISTIAN SC

18 SINAI HILL ACADEMY

19 ST PAUL INTERNATIONAL

SCHOOL

20 ST IGNATIUS HIGH

SCHOOL KIBAGABAGA

21 KIGALI PARENTS SCHOOL

22 GS BUMBOGO

23 GS GASOGI

24 G.S.GIHOGWE

CATHOLIQUE

25 G.S.GIKOMERO

26 G.S.GISOZI I

67

27 G.S.JABANA

28 G.S.KABUGA EKK

30 G.S.KINYINYA

31 GS MUSAVE

32 GS NDERA

33 G.S.NDUBA

34 G.S.RUBINGO

35 GS KIMIRONKO II

36 GS KACYIRU II