Abstract
Abstract
The present research evaluates how behavior control strategies affect students' academic performance in Rwandan public secondary schools. A instance of Kirehe district, Rwanda. This research specifically assesses the need for students' learning outcomes in public secondary schools in Kirehe district, Rwanda, evaluates the behavior management strategies used by teachers to improve student learning outcomes, and looks at the relationship between behavior management strategies and student learning outcomes in public secondary schools in Kirehe district, Rwanda. The approach to study used in this study was cross-sectional, and the technique was quantitative. 720 respondents from three groups made up the research target population. Kirehe District headteachers, educators, and students, In order to guarantee representation from various groups, stratified and random sampling were used, and the Yamane method was used to determine the sample size of 257 respondents. Descriptive and inferential statistics, as well as SPSS Version 21, were used to examine the data. Regression and correlation coefficients were used to create inferential statistics, which were used to evaluate the degree of effect between variables. According to the first objective outcome, instructors effectively employ positive reinforcement to reward good behavior in the classroom, with 98.6% of respondents strongly agreeing or agreeing. 89.8% of respondents strongly agreed or agreed that teachers set clear and consistent expectations for student behavior in the classroom; 98.9% strongly agreed or agreed that teachers explain behavioral expectations to students in an effective manner at the start of the school year; 85.0% strongly agreed or agreed that teachers use verbal praise and recognition to recognize positive behavior in students; and 88.3% strongly agreed or agreed that teachers use a variety of classroom rules and procedures to maintain discipline and order. In the second objective result, 97.2% of respondents strongly agreed or agreed that they could apply their critical thinking and problem-solving skills in practical settings; 77.4% strongly agreed or agreed that they had effective communication skills, including interpersonal, written, and numeracy; and 94.1% strongly agreed or agreed that they were competent in using technology for learning, research, and communication. Findings for the third objective: With a positive p-value of less than 0.05, the study demonstrated a significant correlation between visually impaired students' performance and the use of teaching and learning resources. In light of the research's conclusions, the investigator suggested that According to the study, raising student success may be achieved by implementing behavior management strategies such regular disciplinary measures, clear expectations, and positive reinforcement. Teacher preparation is a critical component of these strategies that Rwandan schools have to think about putting into practice. Their efficacy is also influenced by the cultural setting. To make sure these methods are working, schools need to keep an eye on them and assess their efficacy. It is more successful to execute in a collaborative manner with parents, teachers, and kids.