Teaching and Learning Resource Availability and Teachers’ Effective Classroom Management and Content Delivery in Secondary Schools in Huye District, Rwanda

Abstract

The purpose of this study was to determine the correlation between availability of teaching and learning resources and effective classroom management and content delivery in secondary schools in Huye District, Rwanda. The study was framed on the systems theory propounded by Bertalanffy in 1968.A descriptive survey research design was used .Stratified sampling technique was applied to select a sample size of 619 respondents  comprising  81 school administrators, 160 teachers and 378 students. A questionnaire was the main research instrument used to collect data. Data was analyzed using Pearson’s Product Moment Correlation Coefficient statistical technique. The major finding was that although the level of teaching and learning resources in the study locale was insufficient, hence compromising the effectiveness of   classroom management and content delivery There was a positive and significant correlation between most of the teaching and learning resources and level of classroom management and content delivery( r =.711 p < .001)  at ? =.05   level of statistical significance. It is recommended that the Government of Rwanda through the  Ministry of education and other key education stakeholders should increase allocation of  critical teaching learning resources such as audio-visual resources, library facilities and computers in order to facilitate effective teaching and learning not only in the study locale of Huye District,  but the entire country of Rwanda. Similarly, the Government of Rwanda through the Ministry of Education should ensure the acquired teaching and learning resources are equitably distributed in secondary schools across the country on time  to facilitate timely implementation of curriculum (250 words).

Keywords: teaching and learning resources, teacher effectiveness, classroom management, content delivery, secondary schools, Rwanda.