Mathematics Laboratory Usage and Development of Students' Mathematics Skills in Public Secondary Schools in Rwanda: A Case of Selected Schools in Musanze District

This study investigated the effect of Mathematics laboratory usage on development of students' Mathematics skills in public secondary schools in Musanze District, Rwanda. This study blueprinted the specific objective: to explore the effect of Mathematics laboratory usage components on self-reported measures in selected secondary schools. A total of 2663 students and 16 Mathematics teachers were selected and used to calculate a sample size of 348 students and 16 Mathematics teachers, which represented the majority of the population. The research used a mixed-methods approach, combining quantitative data from surveys with qualitative insights from interviews and classroom observations. The study assessed four key components of Mathematics laboratory usage: frequency of lab use, types of lab activities, quality of lab resources and teacher training and support. These components were analyzed in relation to the measure of Mathematics skills development unto self-reported measures. Quantitative findings revealed positive correlations between Mathematics laboratory usage and skills development across self-reported measures. Regression analyses showed that laboratory usage components collectively explained 23.5% in self-reported measures. Qualitative data from teacher interviews highlighted the importance of diverse, hands-on activities in fostering critical thinking and real-world application of mathematical concepts. Classroom observations revealed stark differences between day and boarding schools in terms of student engagement, confidence and resource availability, underscoring the impact of well-equipped laboratories on learning outcomes. The study recommends that schools enhance curriculum integration of lab activities, invest in quality resources and support continuous teacher training. Teachers should use engaging lab activities to reinforce theory and promote active learning, while students are encouraged to participate actively and seek support when needed. These findings highlight the potential of Mathematics labs to improve learning outcomes in Rwandan secondary schools, with implications for education policy and practice nationally and internationally.