Contribution of Children Participation in the Decision Making Processes on Academic Performance. A Case of Twelve (12) Years Basic Education in Gakenke District, Rwanda

This paper examines the contribution of children's participation in decision -making processes on academic performance in the context of Twelve (12) Years Basic Education in Gakenke District, Rwanda.The study focuses on evaluating how children's participation in decision-making within schools contribute to their academic outcomes.Guided by social cognitive and self-determination theories, the research adopted a descriptive design using both quantitative and qualitative methods.The target population included 481 participants students, teachers, parents, and educational authorities from 13 schools.A sample of 218 respondents was selected using stratified random sampling and Yamane's formula a t a 5% significance level.Data collection employed structured questionnaires, and analysis was conducted using SPSS Version 25.Descriptive and inferential statistics were used to interpret the data.Findings revealed a significant positive correlation between children's participation in school decision-making and academic performance, with a Pearson correlation coefficient of r = 0.692.Regression analysis further indicated that child participation significantly predicts academic outcomes, with a standardized beta coefficient of 0.215 and a p-value of 0.006.The study concludes that engaging students in decision-making enhances their academic achievement.It recommends that schools cultivate a participatory culture by creating platforms for student input and training teachers to effectively integrate student feedback into teaching and school governance.These measures are essential for fostering a supportive learning environment and improving educational outcomes.