Relationship between teachers' self-reported implementation of innovative teaching methods and their perceptions of student academic performance in 3D geometry in public day secondary schools in Musanze District, Rwanda

Emmanuel Byiringiro; Catherine Muhonja Aurah; Beatrice Nakhanu Shikuku

doi:10.51867/scimundi.6.2.32

Authors

Emmanuel Byiringiro Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0009-0004-7779-4926
Catherine Muhonja Aurah Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-0781-3202
Beatrice Nakhanu Shikuku Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0001-7459-9667

DOI:

https://doi.org/10.51867/scimundi.6.2.32

Keywords:

Academic Performance, Innovative Teaching Methods, Mathematics Education, Rwanda, Secondary Schools, Teacher Implementation, Three-Dimensional Geometry

Abstract

Challenges in teaching three-dimensional geometry, particularly those related to visualization, conceptual understanding, spatial reasoning, and problem solving, continue to raise concerns about instructional practices in secondary schools. This study examined the relationship between teachers’ self-reported implementation of innovative teaching methods and their perceptions of student academic performance in 3D geometry in public day secondary schools in Musanze District, Rwanda. The study was guided by Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) Framework and employed a quantitative research approach and correlational research design. The study involved 50 mathematics teachers from six selected public day secondary schools in Musanze District. Data were collected using the Teachers’ Instructional Practices and Perceptions Questionnaire (TIPPQ) and analyzed using descriptive statistics and Pearson Product-Moment Correlation Analysis. The findings revealed a strong, positive, and statistically significant relationship between teachers’ self-reported implementation of innovative teaching methods and their perceptions of student academic performance in 3D geometry (r = .748, p < .001). The coefficient of determination indicated that 56.0% of the variance in teachers’ perceptions of student academic performance was associated with the implementation of innovative teaching methods. The study therefore concludes that greater implementation of innovative teaching methods is associated with more favorable teacher perceptions of student academic performance in 3D geometry and supports strengthening innovative instructional practices in public day secondary schools in Musanze District.

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