ASSESSING FREE BASIC EDUCATION AND LEARNING OUTCOME OF 12 YEARS BASIC EDUCATION SCHOOLS - A CASE OF BURERA DISTRICT (2015-2020)

Niyonzima Simeon and Sikubwabo Cyprien

No 2022-44-01, Working papers from Voice of Research

Abstract: The motivation behind this review was to Assessing free basic education and learning outcome of 12 years basic education schools. A case of Burera District (2015-2020). The study had four objectives. They were namely: To assess the effect of teaching approaches on learning outcomes in Burera Twelve Years Basic of Education schools, and To examine the effect of class size on learning outcomes in Burera Twelve Years Basic of Education schools. The researcher targeted all the 17 twelve years basic education schools from Burera district, 5 twelve years basic of education schools were selected systematic sampling techniques. The study population comprises 504 as total population. Those people were head teachers, directors in charge of studies, bursars and teachers from those schools. And final sample size were 103 people who were selected using sampling table. The review utilized correlational examination configuration to assemble data whereby talk with timetable and polls for respondnets, chief accountable for study, head educators and instructors were the principle instruments. Dependability was guaranteed through a pilot study and by utilizing Cronbach's Alpha to gauge co-proficient of inward consistency which yielded great outcomes for endorsing study 85%. Legitimacy was guaranteed by counseling specialists. Information were investigated utilizing SPSS programming variant 21. The specialist used unmistakable examination. While information was introduced in type of recurrence tables, rates, standard deviation, mean and graphs. Findings of the study revealed that there is significant relationship between free basic education reforms and learning outcomes in Rwandan 12 years basic education schools. All the involved variables had significant relationship with dependent variables which were confirming that there is positive significance relationship between teaching approaches and learning outcomes (r=.854 and p=value=0.002) and positive significance relationship between class size and learning outcomes (r=.985 and p=value=0.000).And finally the research recommended the following: Government should make frequent school supervision on the implementation of free basic education reforms and make sure that sector education officers and head teachers have to internalize the program, the Government of Rwanda through the Ministry of Education should rationalize and equally distribute the few available teachers to all schools in the country, various twelve years schools in the study locale of Burera District, Rwanda. And I have suggested this for further studies the effect of free basic education reform and learning outcomes in Rwandan nine years basic education schools: a case of Burera district. Key words: learning outcomes, free basic education

Date: 2022-12
New Economics Papers: this item is included in nep-ure
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