Effects of Teachers’ Mathematics Training Skills acquisition on Students’ Academic Performance in Public Secondary Schools in Rwanda

Background: This study investigates the effects of mathematics training for secondary school teachers on students' academic performance in mathematics in Rwanda, focusing on Karongi District. Teacher training is critical for enhancing teaching practices and improving student-learning outcomes. Despite various initiatives, reports indicate persistent challenges in teacher training effectiveness, affecting student performance. Methods: This research examined two objectives: evaluating the training skills mathematics teachers in Karongi District gain from these programs and assessing the academic performance in mathematics attributable to teacher training. A descriptive survey design was employed for the first two objectives, while a correlational design was used to assess the relationship between teacher training and student performance. Data were collected through questionnaires and interviews, and analyzed using SPSS version 30. The study targeted 484 individuals, including head teachers, deputy head teachers, district education officers, and mathematics teachers, selected through purposive and random sampling. Results and Discussion: Findings revealed that 93.7% of respondents agreed that training helps teachers in pedagogical preparation and content delivery, while 97.7% acknowledged increased student attendance and academic performance. A significant positive correlation (r = 0.498) was found between teacher training and student performance, with an R2 of 0.248. Conclusion: The study concludes that teacher training positively affects academic performance and recommends continuous support from stakeholders to enhance training initiatives.