Influence of Remedial Classes on Students' Learning Outcomes in Public Secondary Schools in Rwanda, a Case of Kamonyi District, Rwanda

Main purpose of this paper was based on assessment of the influence of remedial classes on students learning outcomes in public secondary schools in Rwanda, a case of Kamonyi District, Rwanda. This research was supported with system theory and Constructivism learning theory. The researcher used descriptive research design and the participants was students, headteachers and teachers. All respondents was 223 from the population of 504.The participants was chosen by using different methods where researcher used simple random sampling for teachers and students while purposive sampling for headteachers. Researchers used questionnaires and interviews to gather student feedback, revealing positive perceptions of these classes. Students also found the materials used in remedial sessions helpful, with 90.6% agreeing that they supported their learning. However, 39.4% felt that motivation could be improved, and some students remained neutral about the effectiveness of the materials. The Pearson Correlation coefficient of 0.928indicates a very strong positive correlation between participation in remedial classes and students' learning outcomes. This high value suggests that as students engage more in remedial classes, their academic performance significantly improves. . The R value of 0.928 indicates a very strong correlation, while the R Square value of 0.861 reveals that 86.1% of the variance in students' learning outcomes can be attributed to their participation in remedial classes. This highlights the significant predictive power of the model, showing that the majority of the academic improvements among students can be explained by their engagement in remedial classes. remedial programs. The government of Rwanda should increase funding and resources allocated to remedial education in public secondary schools and provide additional financial support, schools will be better equipped to create sustainable and effective remedial programs. The Ministry of Education (MINEDUC) should prioritize the integration of remedial programs into the national curriculum framework. Headteachers should also monitor the progress of students in remedial classes and work closely with teachers to identify areas for improvement.