Instructional Supervision and Student Academic Performance in History Subject in Public Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t5293Abstract
Effective provision teaching instruction enhances teaching and learning activities as is also leads to the improvement of students’ academic performance. The purpose of this study therefore, sought to assess the impact of instructional supervision on students’ academic performance in selected public schools in Muhanga district in Rwanda. The study employed correlation research design. The target population was 158 people corresponding to the sample size of 108 respondents by using Solvin’s formula. Questionnaire and document analysis were used as data collection instruments. The findings revealed that instructional controlling approach, instructor’s attitudes towards supervisory practices, appropriate instructing and learning aids, skills and professionalism of teachers and head teachers and workload of the school principals can improve students’ academic performance. The results showed there is a 63.7 percent correlation between the implementation of instructional supervision techniques and students' academic performance. It was discovered that there is a significant high degree of positive correlation between instructional supervision and students' academic performance, with a Pearson coefficient of correlation of 0.529 and a p-value of 0.0000.01. The study concludes that the performance rates in history subject’s exams, attendance rates and graduation rates are the indicators of students’ academic performance. Poor implementation of instructional supervision techniques leads to poor academic performance as indicated by respondents. The study recommends Ministry of Education to supply educational facilities to these schools, as this is crucial for fostering an environment that supports learning and academic achievement. The planners are advised to establish effective systems to enhance students' academic performance, emphasizing the need for effective implementation of instructional supervision. The school head teachers should reinforce the implementation of instructional supervision and ensure adherence to the recommended strategies, thereby contributing to the improvement of students' academic performance.
Keywords: Academic performance, Instructional supervision, Public schools, Rwanda.
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