The nature of schools and academic performance of pupils in primary schools in Gasabo district Kigali City

Table 4.7 Resource Demand and Supply in 5 Selected Public Primary Schools of Gasabo District

Resource	School name	A		B		C		D		E
	Items	Dds	Spls	Dds	Spls	Dds	Spls	Dds	Spls	Dds	Spls
Physical	Offices	3	1	3	1	3	2	3	1	3	1
	Classrooms	36	33	38	30	42	42	25	21	15	11
	Toilets	70	42	25	25	40	36	20	12	27	27
	Classrooms with electricity	33	2	30	5	42	42	25	15	11	11
	Playgrounds	4	2	4	1	4	0	4	1	4	2
	Laboratory	1	0	1	0	2	1	1	0	1	0
	Clinical room	1	0	1	0	1	0	1	0	1	0
	Craft room	1	0	1	0	1	0	1	0	1	0
	Staff room	1	0	1	0	1	0	1	1	1	1
	Library	1	0	1	1	1	1	1	0	1	0
	Computer room	1	0	1	0	1	1	2	1	1	0
Material	Chairs	40	30	40	30	120	69	50	30	27	27
	Tables	40	20	36	33	70	40	40	30	20	20
	Suitable desks	1375	575	800	722	966	800	600	500	475	330
	Projectors	1	0	2	0	1	1	2	0	2	0
	Text Books &other reading materials	3500	1800	6000	3992	6000	3650	2000	1500	4136	3386
	Computers	10	0	30	2	31	18	50	7	30	2
	Computers with internet connection	10	0	2	0	31	18	7	0	2	0
	Printer	1	1	1	1	1	1	1	1	1	1
	Maps	30	4	25	2	30	10	25	10	10	10
	Charts	30	2	46	14	50	25	30	10	20	20
	TVs	1	0	3	0	1	0	1	0	1	0
	Radios	3	1	3	0	1	0	2	1	1	0
	School buses	2	0	2	0	0	0	2	0	2	0
	Photocopier	1	0	2	1	1	0	3	2	1	1
Human	Enrolment	2750	3190	2423	2514	3500	3684	1660	1724	900	950
	Class size*	38	48	32	42	42	44	33	41	30	43
	Qualified Teachers	44	44	45	42	51	48	29	29	15	15
	Counseling officers	1	0	2	0	2	0	2	0	1	0
	School nurses	1	0	2	0	1	0	2	0	1	0
	Administrators	3	2	3	1	3	2	3	1	3	1
	Supporting Staff	4	3	2	1	5	3	4	2	3	2
Financial	Budget	29625000rwf	27115000rwf	15565299rwf	13573900rwf	42875000rwf	30458000rfw	28482500rwf	10912800rwf	15043260rwf	13500000rwf

Regarding the relationship between school resource availability and pupils' academic performance data collected through the questionnaires to teachers and interviews to the head teacher revealed a relation between the two variables in all the two categories of schools. The study established that resource availability (in terms of physical, human and financial) positively affect pupils' academic performance. Teachers and head teachers of both public and private primary school of Gasabo agree at the extent of 80% that the academic performance in their schools is generally the result of school facilities and hard work. But on the availability and adequacy of the general climate of the school, a big gap is realized between the views of private and public primary school teachers and head teachers.

On the collaboration of parents/guardians with the school for better education of their children, it was realized that in private primary schools this collaboration is very high (84%) while in public primary schools, it is too low (8%). Asked whether school Social Climate was conducive i.e. the status of their school vis-à-vis teacher satisfaction with school structure, parental involvement, differentiation in student programs, principal's report of time devoted to instruction, and open versus closed classroom; 72% of teachers and head teacher in private primary schools ticked `yes' versus only 24% of their counterparts of public primary schools. This shows that teachers and head teachers of public primary schools of Gasabo are generally dissatisfied with their school social climate and this is very dangerous vis-à-vis their own work performance and obviously pupils academic performance.

On the question whether pupils receive the feedback of their home works and quizzes quickly and regularly, 96% of respondents from private schools ticket `yes' versus 16% of public primary schools who ticked `yes' too. This shows that in public primary schools, teachers delay to (or do not) give feedback to their pupils as home works or quizzes are concerned while the regular and quick presentation of such feedback could constitute a source of motivation to pupils. Teacher turnover is experienced at 44% in public primary schools versus 8% in private primary schools.

Teachers are involved in decision making on issues related to teaching/learning process at the extent of 64% in public primary schools versus 24% in private primary schools of Gasabo. This shows that in public primary schools, teachers are given a chance to decide on how and what to teach while in private primary schools this chance is too small. Asked whether their respective school's environment favor the teaching/learning process, only 44% of respondents in public primary schools ticked yes versus 92% who ticked yes too in private primary schools. This means that, teachers and head teachers of private primary schools of Gasabo are more satisfied with the environment they work in than their counterparts of public primary schools.

Class sizes were also identified as determinants of academic performance. Studies have indicated that schools with smaller class sizes perform better academically than schools with larger class sizes. Kraft (1994) in his study of the ideal class size and its effects on effective teaching and learning in Ghana concluded that class sizes above 40 have negative effects on students' achievement. Asiedu-Akrofi (1978) indicated that since children have differences in motivation, interests and abilities and that they also differ in health, personal and social adjustment and creativity generally good teaching is best done in classes with smaller numbers that allow for individual attention.

4.4 Teacher Quality and Pupils Academic Performance

The third objective of the study was to establish the relationship between teacher quality and pupils' academic achievement, from which a research question was developed that, is there a significant relationship between teacher quality and pupils' achievement. Teacher quality in this study was conceptualized in terms of preparation for class, teacher commitment, managing and monitoring pupils learning and teacher experience. Data was collected through questionnaires and interviews and analyzed qualitatively. According to the findings of the study it was established that teacher quality significantly affect pupils performance in private and public primary schools in Gasabo district. It was pointed out by the respondents that prepared teachers adequately deliver in class and thus makes pupils understand the lesson content which positively influence their performance. The respondents also revealed that experience help the teacher to deal with many situations, to have an understanding of the pupils' needs and to cater for them, as well as creating a conducive environment for learning. Thus generally teacher quality was taken to affect performance.