Effects of Information and Communication Technology (ICT) Integration on Student’s Motivation in Mathematics Subject in Secondary Schools in Rwanda: Case of Gatsibo District

This study examines how resources affect secondary school students' interest in mathematics in Rwanda. In particular, analyze the impact of ICT tools on secondary school mathematics student motivation in Rwanda, evaluate secondary school mathematics student motivation, and look into the connection between ICT resource effects and secondary school mathematics student motivation in Rwanda. The study, which focused on 617 instructors, used a hybrid methodology using a descriptive and correlational design. Using surveys, documentation research, and purposive sampling, a sample size of 257 was selected. SPSS version 21 was used to analyze the results. 68.3% of respondents strongly agreed that computer-based technology aids had an impact on students' motivation in mathematics, according to the results for the first aim. According to the results, 80.5% of respondents strongly agreed and 19.5% agreed that the Mathematics Soft Test book identifies the ICT tools that influence students' interest in mathematics. The results showed that 75.6% of math teachers used projectors, indicating that ICT tools had an impact on math students' motivation. Lastly, 67.0 firmly agreed that they can effectively and efficiently deliver the best of my knowledge because of their professional qualification. Regarding the second goal, 63.8% strongly agreed that students with numeracy skills and 76.5% agreed that they had basic arithmetic skills; 65.22% strongly agreed that the level of mathematical competencies and improved scores were related; and, lastly, 65.2% strongly agreed that the level of mathematical competencies is indicated by the ability to comprehend and compute geometrical shapes. The study discovered a strong correlation between a number of variables, including numeracy proficiency among students, exam and test scores, comprehension and computation, and computer-based technology tools including Microsoft Excel, projectors, and the Mathematics Soft Test book. With a p-value below 0.05, these factors had a favorable effect on students' interest in math classes. The research It is advised that teachers use ICT in the classroom to improve students' performance in mathematics, encouraging professional growth and online courses such as Google Classrooms. This strategy needs to be validated by more research.