Use of Multimedia Resources on Teaching and Learning Mathematics Outcomes in Upper Secondary Schools in Rwanda

Purpose: This study investigated the impact of multimedia resources on teaching and learning outcomes in mathematics at upper secondary schools, focusing on their influence on student engagement, motivation, and academic performance. Methods: The study included five headteachers, 18 mathematics teachers, and 147 senior five students from selected secondary schools, with a sample of 108 students, all participating teachers, and headteachers, totaling 131 respondents. Data were collected via questionnaires, interviews, and observations, with 120 completed questionnaires returned (18 from teachers, 102 from students). Instruments were validated for content validity (CVI > 0.7) and reliability was assessed using Cronbach’s alpha. Data were analyzed using SPSS and thematic analysis. Findings: Multimedia resources were widely used in schools, with 72.2% of teachers using mathematical software and 100% using videos in lessons. Students reported high usage of software (97.1%) and videos (98.1%). Both groups noted improvements in motivation (83.3% of teachers, 100% of students), collaboration (88.9% of teachers, 95.1% of students), and attendance (94.4% of teachers, 99% of students). Strong positive correlations (0.895 for teachers, 0.886 for students) were found between multimedia use and improved outcomes, particularly in student engagement, attendance, and motivation. Schools that lacked effective multimedia integration showed lower student motivation and attendance. Conclusion: The study concluded that multimedia resources significantly enhance mathematics teaching and learning outcomes. Strong correlations between multimedia use and improved student engagement and motivation suggest that further investment in technology and teacher training is essential for maximizing these benefits.