INFLUENCE OF INCLUSIVE PEDAGOGICAL PRACTICES ON STUDENTS ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN GATSIBO DISTRICT, RWANDA

Background:The most popular strategy for meeting every childs educational needs is inclusive education. Teachers in industrialized and developing nations have different perspectives on inclusive practice. The general objective of this study is to assess the influence of inclusive pedagogical practices on students academic achievement in public Secondary schools of Gatsibo District, Rwanda. Specifically, the study focused on to examine effectiveness of inclusive lesson planning on students academic achievements, to examine the influence of inclusive lesson evaluation on students academic achievement, and to ascertain the relationship between inclusive pedagogical practices and students academic achievement in public Secondary schools of Gatsibo District, Rwanda.

Materials and Methods:This study employed a quantitative with descriptive research design. Target population was with 121 teachers and head teachers including19 teachers and one head teacher from G.S. Nyarubuye, 34 teachers and one head teacher from G.S. Bihinga, 34 teachers and one head teacher from G.S. Nyamirama and 30 teachers and one head teacher of G.S Nyakayaga. The census sampling technique was applied where all entire population of 121 participants were taken as sample size of the study. The instrument for gathering data was a structured questionnaire. Using the Statistical Package for Social Science (SPSS) version 26.0, the acquired data was examined descriptively. Inferential statistics will be shown to illustrate the link between the variables. The tables frequencies, means, and standard deviations will be used to display the results. This research was quantitative approach, the results were presented relied on research objectives. The research adopted a regression equation to establish the influence of inclusive pedagogical practices on students academic achievement in Public secondary   schools.

Results:On the effectiveness of inclusive lesson planning on students academic achievement in Public secondary   schools, the results of data analysispresented that the overall mean was 4.14 that was between agree (4) and strongly agree (5) which presented that there was a significant effectiveness of inclusive lesson planning on students academic achievement in Public secondary   schools. On the influence of inclusive lesson evaluation on students academic achievements in Public secondary   schools, the resultsshowed that the overall mean was 4.34 that was between agree (4) and strongly agree (5) which presented that there was a significant influence of inclusive lesson evaluation on students academic achievements in Public secondary   schools. The results of data analysisshowed that the relationship between inclusive pedagogical practices and students academic achievement was .947** whichpresented that there was a statistically significant relationship betweeninclusive pedagogical practices and students academic achievement in Public secondary   schools. The results presented that the variables were statistically significant with regression mean square of 102.587 and residual mean square was 0.099 while F=1035.116 and P-value =.000b that concluded that there was a significant relationship between inclusive pedagogical practices and students academic achievement in Public secondary   schools of Gatsibo District, Rwanda.

Conclusion:Researcher suggested that teachers should apply the inclusive pedagogy in their teaching and promote the behavior that encourage students and create the friendship between teacher and students, this will promote the students academic achievement in Public secondary  schools.

研究背景：满足每一名儿童教育需求的主流策略为全纳教育（inclusive education）。工业化国家与发展中国家的教师对全纳教育实践持有迥异观点。本研究的总体目标为评估卢旺达加齐博区公立中学中，全纳教学实践对学生学业成就的影响。具体研究内容包括：检验全纳教案设计对学生学业成就的有效性，探析全纳课堂评价对学生学业成就的影响，以及厘清卢旺达加齐博区公立中学内，全纳教学实践与学生学业成就之间的关联。

材料与方法：本研究采用描述性定量研究设计。目标人群涵盖121名教师与校长，具体分布为：尼亚鲁布耶公立中学（G.S. Nyarubuye）19名教师及1名校长、比欣加公立中学（G.S. Bihinga）34名教师及1名校长、尼亚米拉马公立中学（G.S. Nyamirama）34名教师及1名校长，以及尼亚卡亚加公立中学（G.S. Nyakayaga）30名教师及1名校长。本研究采用普查抽样法，将全部121名研究对象作为研究样本。数据收集工具为结构化问卷。采用社会科学统计软件包（Statistical Package for Social Science，SPSS）26.0版本对采集的数据进行描述性统计分析，并将通过推断统计方法阐释变量间的关联。研究结果将以频数、均值与标准差的表格形式呈现。本研究属于定量研究范畴，研究结果将依据既定研究目标进行汇报。本研究采用回归方程，以确定卢旺达加齐博区公立中学中，全纳教学实践对学生学业成就的影响效应。

研究结果：关于全纳教案设计对公立中学学生学业成就的有效性，数据分析结果显示总体均值为4.14，处于同意（4分）与非常同意（5分）之间，表明全纳教案设计对公立中学学生学业成就具有显著的促进效果。关于全纳课堂评价对公立中学学生学业成就的影响，数据分析结果显示总体均值为4.34，处于同意（4分）与非常同意（5分）之间，表明全纳课堂评价对公立中学学生学业成就存在显著影响。数据分析结果显示，全纳教学实践与学生学业成就之间的相关系数为0.947**，表明卢旺达加齐博区公立中学中，全纳教学实践与学生学业成就之间存在统计学意义上的显著关联。回归分析结果显示，变量具有统计学显著性：回归均方为102.587，残差均方为0.099，F值为1035.116，P值为0.000b，由此可得出结论：卢旺达加齐博区公立中学中，全纳教学实践与学生学业成就之间存在显著关联。

研究结论：研究者建议教师应在教学实践中应用全纳教学法，同时推行能够鼓励学生、增进师生情谊的行为举措，此举将有助于提升公立中学学生的学业成就。