CORRESPONDENCE COURSE PROGRAM AND TEACHER ACHIEVEMENT AT KIGALI, RWANDA

Kwizera Janvier, Olivier Mukurira

Abstract


The study was mainly about the effects of correspondence course programs and teachers’ achievement in Kigali City and was led by the following objectives: to examine the effect of correspondence course programs and teachers’ achievement in Kigali City; to examine the problems faced by teachers undertaking correspondence courses or learning programs in Kigali City and to investigate ways through which we can reduce the problems facing correspondence course programs in Kigali City. The study was mainly evaluative and qualitative in nature, although for the purposes of accuracy and clarity, some quantitative aspects were used. The study comprised 227 respondents, who included 10 community leaders, 193 students, and 17 teachers. 3 head teachers, 2 representatives from NGOs, and 12 civil servants, including the chief administrative officer Gasabo, Kicukiro, Nyarugenge district, and Kigali City development officer 5 education officers, who included the district inspector of schools and Kigali City education officer, plus 20 parents whose children were undertaking a correspondence course program. Therefore, the sample population of 350 selected from three sectors of Kigali City made up 227 of the sample size population, which was selected using purposive sampling and simple random sampling. This ponder embraced a survey investigation plan that utilized surveys as a means of information collection and guided meetings. Information was displayed and examined in tables and graphs, applying expressive insights (frequencies, rates, and cruel) as well as utilizing the SPSS bundle. 95% of the respondents who were inquired said that the correspondence course program in Kigali City is confronted by high and steady loss and dropout rates. 73% of the respondents whom the analyst caught up with said that correspondence courses advance great learning involvement because learners are free to connect with other individuals within the communities where they take off and within the dialects that they learn. This has advanced them to distinctive levels in numerous zones where they work.

 

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correspondence course program, teacher achievement

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i7.4887

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