Influence of School General Assembly Practices on Pupils' Academic Achievement in Public Primary Schools in Gasabo District, Rwanda

Abstract: This study examined the relationship between school general assembly practices and pupils’ academic achievement in public primary schools in Gasabo District, Rwanda. The study was guided by three specific objectives: to assess the level of school general assembly practices; to assess the level of pupils’ academic achievement; and to determine the relationship and predictive contribution of school general assembly practices to pupils’ academic achievement. A mixed-methods approach was adopted, combining quantitative data from structured teacher questionnaires with qualitative insights from semi-structured interviews with head teachers. The study involved 203 respondents, comprising 193 teachers and 10 head teachers, drawn from a target population of 412 teachers and head teachers in 21 public primary schools in Gasabo District. Descriptive statistics, Pearson product-moment correlation and simple linear regression were used for quantitative analysis, while interview data were analyzed thematically. The results indicated that school general assembly practices were rated positively (Grand Mean = 4.12), as were indicators of pupils’ academic achievement (Grand Mean = 4.08). A strong positive association was observed between school general assembly practices and pupils’ academic achievement (r = .721, p < .001, N = 203). Simple linear regression showed that the assembly-practices measure explained 52.0% of the observed variance in academic achievement (R² = .520; β = .721, p < .001). Because the study used a non-experimental design, these findings are interpreted as evidence of association and predictive contribution rather than proof of causation. The study recommends that school leaders strengthen purposeful assemblies through academic communication, learner participation, constructive motivation, discipline reinforcement, feedback and stakeholder engagement, while future research should use longitudinal or quasi-experimental designs to examine causal pathways. Keywords: General Assembly, Practices, Pupils, Academic Achievement, Public Primary Schools, Rwanda. Title: Influence of School General Assembly Practices on Pupils’ Academic Achievement in Public Primary Schools in Gasabo District, Rwanda Author: Kakuze Jesca, Dr. Mugiraneza Faustin International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 14, Issue 4, October 2026 - December 2026 Page No: 81-89 Research Publish Journals Website: www.researchpublish.com Published Date: 13-October-2026 DOI: https://doi.org/10.5281/zenodo.23340906 Paper Download Link (Source) https://www.researchpublish.com/papers/influence-of-school-general-assembly-practices-on-pupils-academic-achievement-in-public-primary-schools-in-gasabo-district-rwanda