Influence of Quality of Recorded Lessons on Teaching Practices among Public Lower Day Secondary Schools Teachers in Gasabo District, Rwanda

The study aimed to examine the influence of quality of recorded lessons on teaching practices among public lower day secondary school teachers in Gasabo District, Rwanda. Descriptive survey was conducted among 233 teachers experienced in using recorded lessons and 17 headteachers from 17 public lower day secondary schools. Data were collected through questionnaires for teachers and interviews for headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Data were analyzed using means, percentages, standard deviations and regression analysis. Regression analysis revealed 67% of variation in teaching practices adopted by teachers who use recorded lessons can be explained by the quality of recorded lessons in REB-e Learning channel, suggesting that the quality of recorded lessons has a strong influence on teaching practices. The study recommends that educational authorities continue to avail recorded lessons for teachers and expand the quality of REB e- Learning channel to further enrich teaching practices. The study also suggested that MINEDUC through REB should also provide modalities for teachers to record their own lessons which would offer them an opportunity to reflect on their own practice. The study suggests that a comparative study should be conducted between schools that actively integrate recorded lessons and those that do not, to provide valuable insights into the tangible impact on teaching practices and students' performance and engagement.