Authors : TWAGIRAYEZU Felix; Dr. Andala, Hesbon Opiyo

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/3rnv9rt9

Scribd : https://tinyurl.com/4t3c4rzb

DOI : https://doi.org/10.5281/zenodo.14286934

Abstract : This study examined the effect of Continuous Professional Development (CPD) programs on the academic performance of students in mathematics at public secondary schools in Ngoma District, Rwanda. The research aimed to evaluate the CPD activities, assess students' performance in mathematics, and explore the connection between CPD programs and student outcomes. A mixed-methods approach was used, surveying 140 participants, including teachers, school leaders, and students, from both day and boarding schools. The data were analyzed using SPSS and Microsoft Excel. Findings revealed that CPD activities significantly improved students' performance in mathematics. 89.58% of school leaders, 83.75% of teachers, and 80.33% of students agreed that CPD positively impacted student learning. Before CPD implementation, student performance was low, but it improved once the program was introduced. A strong positive correlation (r = 0.887, p = 0.01) was found between CPD participation and student academic performance in mathematics. The study also identified challenges such as low teacher motivation, absenteeism, and poor assessment scores due to inadequate CPD. To address these issues, the research recommended incorporating technology in teaching, adopting personalized learning methods, and enhancing teacher training. The findings highlighted the important role of CPD in enhancing teaching quality and student performance.

Keywords : Continuous Professional Development (CPD) Program, Academic Performance in Mathematics Subject, Public Secondary Schools, Rwanda.

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