The Rwandan education system places
significant emphasis on mathematics as a foundational
subject for students pursuing careers in science and
technology. Despite this, students have encountered
persistent challenges in achieving success in
mathematics. To address this issue, a research project
investigated the link between class attendance and
academic performance in mathematics within Rwandan
public secondary schools. Additionally, the study aimed
to identify factors influencing class attendance and
assess interventions to enhance attendance.
The research combined qualitative and
quantitative methods, employing correlation analysis
and a descriptive design. It involved 382 students, with
195 selected through random and purposive sampling.
Data collection included questionnaires and interviews,
and analysis was conducted using SPSS Version 21 and
The study revealed a significant, positive
correlation (p-value of 0.01, r = 0.827) between class
attendance and mathematics performance, highlighting
the pivotal role of regular attendance. Irregular
attendance resulted in delayed assignments, lower
scores, and incomplete notes, hindering overall
mathematics performance. Factors influencing
attendance included motivation, socioeconomic
disparities, health issues, peer pressure, and teaching
methods. Long travel distances were a common
Proposed solutions included technology
integration, personalized learning, parental
involvement, and enhanced teacher training. Financial
challenges, including low income and school expenses,
also impacted attendance. Most teachers and students
agreed that long distances affected attendance.
The study recommended parental support,
engaging teaching methods, government investment in
resources, and professional development for teachers.
Students were encouraged to take personal
responsibility for their education.
Keywords : Students’ class attendance; academic performance in mathematics subject.