• Habiyakare jean baptiste
• Dr. Andala, Hesbon Opiyo

This research examines how teacher cooperation influences the scholastic achievement of students in mathematics at state secondary schools. The specific objectives were to identify the attributes of collaboration present among teachers to enhance students’ academic performance in mathematics subjects, to assess the academic achievement of students in mathematics subjects, resulting from the collaboration among teachers, and to determine the correlation between teachers' cooperation and students' achievement in mathematics disciplines in Rwanda. The targeted population consisted of 188 students, 45 teachers, 7 head teachers, and 13 deputy head teachers in charge of studies. For this study, participants and key informants were chosen through a combination of purposive and random selection methods. A sample size of 145 respondents was determined using Yamane’s formula. Data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0, which generated descriptive statistics including frequency, percentage, mean, and standard deviation. Additionally, inferential statistics such as correlation and regression coefficients were computed, to determine the size of the effect between variables. The findings for the first objective show that 84.6% strongly agreed that the collaboration culture, 92.3% strongly agreed that professional learning communities represent the attributes of collaboration present among teachers, 84.4% strongly agreed that lesson studies indicate the attributes of collaboration present among teachers, and finally, 65.5 strongly agreed that peer education represents the attributes of collaboration present among teachers, therefore collaboration culture, professional learning communities, lesson studies, and peer education are key attributes of collaboration among teachers, with 84.6% and 92.3% agreeing. The findings of the second objective on the academic performance of learners in mathematics subjects It reveals that 65.4% strongly agreed that improved math results for the students indicate their academic performance; 65.4% strongly agreed, and 73.10% strongly agreed that improved students' behavior indicates The mathematical performance of students in academia, which is due to the collaboration of teachers. 69.2% strongly agreed that motivated teachers and students indicate The academic achievement of students in mathematics subjects, resulting from the collaboration among teachers; 73.1% strongly agreed that completion rates improved and indicate The academic achievement of students in mathematics subjects, resulting from the collaboration among teachers; The study found that improved math results, improved student behavior, motivated teachers and students, and improved completion rates are all significant factors in illustrating scholastic achievement in mathematics. The findings on the third objective indicated a correlation between teacher collaboration and students’ performance on mathematics subjects in state secondary schools, indicating that most measures were positively associated with each other. Since the degree of significance was less than 0.05, it was recommended that MINEDUC provide enough training intended to boost teachers’ ability to teach using CBC. All persons working in the education sector in Gatsibo are encouraged to work together to improve teacher cooperation through a variety of activities such as trainings, workshops, in-service trainings, mentoring meetings, and others. It is proposed that MINEDUC, through the Rwanda Education Board, provide suitable teaching and learning resources that allow instructors to collaborate and All stakeholders in the education sector are encouraged to support teaching and learning activities in Rwanda, since this is the only way to achieve Rwanda's government's objective of creating a knowledge-based economy. Further research can be undertaken to determine the impact of external factors on students' academic performance in mathematics.

teacher collaboration; student’s academic performance in mathematics subject

"TEACHER COLLABORATION AND STUDENT’S ACADEMIC PERFORMANCE IN MATHEMATICS SUBJECT IN PUBLIC SECONDARY SCHOOL IN RWANDA A CASE OF GATSIBO DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 4, page no.j638-j647, April-2024, Available :http://www.jetir.org/papers/JETIR2404979.pdf

"TEACHER COLLABORATION AND STUDENT’S ACADEMIC PERFORMANCE IN MATHEMATICS SUBJECT IN PUBLIC SECONDARY SCHOOL IN RWANDA A CASE OF GATSIBO DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 4, page no. ppj638-j647, April-2024, Available at : http://www.jetir.org/papers/JETIR2404979.pdf