INFLUENCE OF PEER LEARNING PRACTICES ON STUDENT ACADEMIC COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDAA CASE OF RUHANGO DISTRICT

Background:Peer learning recognized as a form of collaborative learning has garnered significant attention in educational settings due to its potential to enhance students understanding and retention of subject matter. The purpose of this study was to investigate the influence of peer learning practices on student academic competences in mathematics in public secondary schools in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on peer learning practices and their influences on student academic competences in mathematics in Public secondary schools. Methods and Materials:The study utilized a mixed-methods research design. The target population included 5 sector education officers, 20 secondary school head teachers, 40 mathematics teachers, and 1435 students from 20 secondary schools in Ruhanago District. Both probability and non-probability sampling procedures were employed to determine the sample size. Specifically, stratified random sampling was used for selecting education officers, head teachers, and mathematics teachers, while convenience sampling was employed for selecting students. Data collection involved the use of interview guides for head teachers and questionnaires for teachers and students. Qualitative data were analyzed using statistically techniques, while quantitative data were analyzed with IBM SPSS. Results:Results pertaining to the relationship between peer learning practices and academic competences in mathematics revealed significant findings. 93.1% of students acknowledged that peer-learning practices positively influenced their mathematics grades, while 91.5% agreed that these practices enhanced their problem-solving skills. Additionally, 94.5% of respondents affirmed that peer-learning practices improved their conceptual understanding of mathematics, while 92% agreed that such practices increased their peer interaction and collaboration skills. Furthermore, 94.5% of students acknowledged that peer-learning practices enhanced their metacognitive skills. A strong relationship was established between students academic competences and peer learning practices where Pearson coefficient of correlation states the correlation (r=0.860, p-value<0.001), Peer learning practices and students problem solving skills (0. 608**.p-value<0.001), Students academic abilities and peer learning practices (r=.876** , p-value <0.001). changes or improvements in their academic competences due to peer learning practices (r=.705** , p-value <0.001) The association is related because p-value was less than 0.05, explaining that peer learning practices influence students academic competences at high level. The researcher suggests further investigation to explore the influence of students academic competences on their overall academic performance in public secondary schools in Rwanda, allowing for comparative analysis. Overall, the results pertaining to the relationship between peer learning practices and students academic competences in mathematics establish a strong correlation. The data consistently demonstrate a high degree of positive correlation between peer learning practices and students math grades, problem-solving skills, conceptual understanding, peer interaction and collaboration skills, metacognitive abilities, and overall academic confidence. Conclusion: It is essential to acknowledge that the effectiveness of these practices may vary based on contextual factors and individual differences among students. Effective facilitation and a supportive learning culture are crucial for realizing the full benefits of peer learning practices, as well as for addressing potential challenges and variations in outcomes.