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International Journal of Scientific and Education Research

Vol. 2, No. 02; 2018

http://ijsernet.org/

www.ijsernet.org 88

INFLUENCE OF TEXTBOOKS AND COMPUTERS ON STUDENTS’

PERFORMANCE IN KAYONZA DISTRICT, RWANDA.

Mbonimana Gamariel

ABSTRACT

The study was on influence of textbooks and computers on students’ performance in Kayonza

district, Rwanda.

The study was conducted using both quantitative and qualitative approaches. The sample size of

the population included 1 DEO, 3 SEO, 8 Headteachers, 8 PTAs , 32 teachers, and 47 students.

The study indicated that the schools of 9YBE program in Kayonza district lacked enough

facilities such as textbooks and computers to support the teaching and learning activities and this

affected the performance of those schools. Data were collected using instruments like

questionnaires, observation checklist and interviews. Data were described and presented using

tables and analysed using percentages in drawing conclusions and recommendations.

The research found out that lack or insufficient materials which included students’ books and

notebooks, mathematical tools, geographical tools, maps, kit sciences, computer materials,

teachers materials, textbooks and curricula copies caused poor performance of students under

9YBE schools in Kayonza district. On the presence of textbooks and computers, the study

concluded that these were still lacking in those schools and the few that existed were not update.

Their inadequacy greatly affected the students’ performance.

The study recommended to the government, education planners and other education stake

holders to provide enough and adequate facilities to the 9YBE schools in order to ensure the

strategic performance of sudents and teachers.

ACRONYMS

9YBE: Nine Years Basic Education.

12 YBE: Twelve Years Basic Education

A: Agreed

CAL: Computer-Aided Learning

CBT: Computer Baised Training

D: Disagreed

DEOs: District Education Officer

HTs: Headteachers

SA: Strongly Agreed

SD: Strongly Disagreed


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SEOs: Secretary Education Officers

KEY CONCEPTS:

Definition of key concepts

- Concept of academic performance

Academic performance refers to a successful accomplishment or performance in a particular

subject area and is indicated by grades, marks and scores of descriptive commentaries.

Academic performance also refers to how students deal with their studies and how they cope

with or accomplish different tasks given to them by their teachers in a fixed time or academic

year. Furthermore, academic performance is a performance on task with measures including

comprehension, quality and accuracy of answers of tests, quality and accuracy of problem

solving, frequency and quantity of desired outcome, time or rate to solution, time on task, level

reasoning and critical thinking, creativity, recall and retention, and transfer of tasks.

- Low academic performance:

This refers to a situation in which the pupil performs below his or her potential in both class

tests and subsequent national exams resulting in low levels of knowledge acquisition that fall

short of what is required to successfully complete any level of education in the country. The

concept is interchangeable with poor academic performance in this study.

-Textbook:

A textbook is a printed and bound artifact for each year or course of study. It contains facts and

ideas around a certain subject. Textbooks are not like other books. Today, textbooks are

assembled more than they are written. They are not usually written by a single author, nor are

they a creative and imaginative endeavor.

-Nine years basic education in Rwanda

Nine Year-Basic Education program In Rwanda is a government program where by all leaners

do compulsory primary level (6 years ) plus lower secondary level (ordinary level) for free. It is

aimed at enabling every Rwandan child to attain lower secondary education in order to prevent a

high rate of primary drop-out.

ROLE OF TEXTBOOKS AND COMPUTERS IN THE TEACHING AND LEARNING

PROCESS

Computers and textbooks are the vital teaching and learning materials in bringing out a desirable

change in the learner’s behaviors and performance in schools.

Role of textbooks in the teaching and learning process


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The textbook is, in fact, the heart of the school and without adequate textbooks there would be

no schools. The literature provides evidence of the significant role of textbooks as primary

vehicles for delivering content knowledge, determining or measuring what goes on in a class

and for assessing what students learn and what they don’t (Clarke, 1989).

It has been identified that access to and availability of textbooks is a particularly significant

factor in predicting academic achievement. In this post-modern world of technological

advancement, rapidly changing markets and increasing competition, teachers are faced with new

academic and pedagogical challenges. In order to prepare students, teachers must teach more

challenging and extensive subject areas develop different instructional strategies and reach a

wider range of students. Therefore, textbooks are more meaningful and relevant for the life

experiences of the students and in preparing them for real life.

The centrality and dominance of textbooks, especially in the context of developing countries, has

been reiterated and highlighted by various writers. (Littlejohn, 1989) for example, identify their

role as the organizing centers for the instructional program and as the most dominant element in

classrooms aside from teachers, students and physical space. The textbook determines what is

taught, when, and how it is taught. The Organization of Economic Cooperation and Development

(OECD), the World Bank (WB) and the United Nations for Educational, Scientific, and Cultural

Organization (UNESCO) also recognize the central importance. The World Bank, for example,

suggests that reforms should be initiated in relation to textbooks in developing countries given

that a textbook is a critical part of education, as necessary as classroom itself, as indispensable as

the classroom teacher (Littlejohn, 1989).

Textbooks serve a central role in educational quality reform. O’Neill (1990), reported on several

attempts that have been made to update textbooks in order to address students’ needs and

improve quality. What is missing from these attempts, however, is an emphasis on exploring the

relationship and interaction between textbooks and the teacher; and how they make use of this

resource, (to identify whether the books actually work as designed, whether teachers can make

use of the textbooks as intended, and whether students truly understand the material).

The teachers, teacher educators, authors and policy makers should review and reflect their

contribution in textbook design, use and enrichment in all teaching courses being social,

scientific or technological. O’Neill (1990) gives example of a teacher teaching Computer

Technology using a computer textbook. The textbook gives a detailed explanation of what a

computer is, how it works and its various uses. Some concepts are discussed through colorful

pictures, practical activities and simple experiments. In addition, in some cases, the textbook

offers detailed and appropriate explanation and relevant assessment tasks to build students’

knowledge. The implicit purpose seemed to enable students to learn appropriate scientific

information through observation, visual images and experimentation.

Textbooks are crucial to successful teaching and not a replacement for quality teaching

strategies. Instead of relying upon teaching materials to do the instruction, these tools are used as

supplemental resources for educators. Many students cannot perform to their fullest potential


Vol. 2, No. 02; 2018



without the use of textbooks, but no student can produce his best work without a skilled teacher

behind him (Littlejohn, 1989).

Textbooks in the classroom can enhance teaching methods and improve student comprehension.

Today's technology offers many choices to the informed educator who wishes to capitalize on a

new generation's appetite for multimedia presentations. Specialists in education have set five

important components in teaching and learning process: students, teaching and learning

materials, teaching methods and evaluation.

Allwright (1990) argues that textbooks facilitate students to learn. The resource books provide

ideas and activities for learning, and these give students rationales for what they do. It’s observed

that, students’ books, pens, pencils, are too inflexible to be used directly as learning materials.

O'Neill (1990), in addition, argues that materials may be suitable for students' needs, because

they are designed specifically for them. These books allow students to review and prepare their

lessons, and are efficient in terms of time and money, and can allow for adaptation and

improvisation.

Allwright (1990) emphasizes that learning materials control learning. It is true that in many cases

students rely heavily on students’ books, which determine the components and methods of

learning. They control the content, methods, and procedures of learning. Students learn what is

presented in their books, and the way their books present material is the way students learn it.

The educational philosophy of the students’ books influences the class and the learning process.

Therefore, in many cases, textbooks are the center of instruction and this influences what goes on

in the classroom. The researcher feels that textbooks are pertinent in any teaching and learning

situation.

Clarke (1989) summarized the importance of textbooks in the teaching and learning situations as

tools that provide a sensory experience as the basis for sound thinking, increasing the interest of

students, self-motivated to learn, reduce the rate of forgetting of students, contribute to the

clarification of the meanings in an interesting way and provide students with experience that

cannot be seen in reality.

Role of computer on students’ teaching and learning process

Computer according to Edun (2005) is a machine programmed to do things with data. Computer

technology has made a significant impact in many areas of teaching and learning. The

introduction of desktop computers, word-processing packages and presentation preparation tools

has improved greatly the quality of the material presented to students and as used in lectures.

The use of simple database packages and spreadsheets has improved and simplified record

keeping at all levels within education. These technologies make use of various forms of

interactivity to engage the student in effective, and often novel, learning experiences (Clarke,

1989).


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Dike (2002) indicates that the current computer technology has many advantages. For example,

for second language learning, computer and its attached programs provide second language

learners more independence from classrooms, allowing them the option to work on their learning

material at any time of the day. Once implemented, it is expected that the cost for computer

technology is considerably lower than for face-to-face classroom teaching. Students study more

independently, giving the teacher more time to concentrate on those parts of second language

teaching that are still hard or impossible by the computer.

Taped recordings of lectures or movies are helpful to auditory learners because they pick up on

speech nuances such as tone and pitch. Computers with speech-recognition devices also help

auditory learners to process and retain information better than just reading from a textbook.

Students with hearing disabilities also benefit from teachers who use microphones while

lecturing (Lackney, 1999)

Visual learners understand meaning through graphic portrayals such as charts, illustrations and

diagrams. Teachers take the time to compose or find visual supplements to accompany their

lectures.

Audio-visual technology has an important role to play in the modern classroom, but teachers

who rely too much on technology may actually inhibit learning. It's the law of diminishing

returns, which says that you can get a useful enjoyment and assistance from a machine. The

personal relationship between teacher and student is ultimately more valuable and rewarding in a

brick and mortar classroom environment. This is not to say that there aren't some students who

are quite capable of learning by themselves through interactive technology, but if that were true

in all cases, then schools wouldn't need teachers (Lemasters 1997).

Currently, computer technology provides a lot of fun, games and communicative activities,

reduces the learning stress and anxieties, and provides repeated lessons as often as necessary.

Those abilities promote second language learners’ learning motivation. Through various

communicative and interactive activities, computer technology helps second language learners to

strengthen their linguistic skills, their learning attitude, and build their self-instruction strategies

and self-confidence.

According to Everitt and Hardiker (1996), the students who joined computer assisted learning

programs, had significantly higher self-esteem ratings than regular students. Today, with the high

development of computer technology, computer captures, analyzes, and presents data on

students’ performance during the learning process. Therefore observing and checking students’

learning progress are very important activities that help students in acquisition of knowledge in

different fields.

When teachers are assessing the students’ learning progress, they get the essential information

Heschong (1999). In addition, students get various authentic reading materials either at school or

from home by connecting to the internet and those materials can be accessed 24 hours a day.


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Therefore the researcher feels that computer technology provides the interdisciplinary and

multicultural learning opportunities for students to carry out their independent studies.

For learning interaction, Lackney (1999) propounded that the random access to Web pages break

the linear flow of instruction. By sending e-mail, learners also communicate with people they

never met before and interact with their own teachers or classmates. Shy or inhibited learners

greatly benefit through the individualized technology-learning environment, and studious

learners proceed at their own pace to achieve higher levels. Lemasters (1997) expressed that

interactive visual media which computers provide, seem to have a unique instructional capability

for topics that involve social situations or problem solving, such as interpersonal solving.

METHODOLOGY

The study was across sectional survey design where out of total population of 132, a

population sample of 99 people was selected, using stratified and random sampling techniques,

and it included 1 DEO, 3 SEO, 8 Headteachers, 8 PTAs, 32 teachers, and 47 students. Data

were collected using observation, questionnaires and interviews. This study was conducted in

educational context and this gave detailed information about the provision of teaching and

learning materials like textbooks, computers and infrastructures.

FINDINGS

DATA PRESENTATION

Views of students on the use of textbooks and computers in the teaching learning

situation

The study sought the textbooks and computers that 9 YBE schools use, give the students or

facilitate their performance at all levels. New and relevant textbooks and computers give the

learners and teachers more knowledge and skills for passing exams.

Table 1 : Students responses on how textbooks and computers facilitate their performance.

Items of the study / statements

Students responses

SA A D SD

My school gives me enough materials to help me in my

13.1%

6

25.2%

12

19.6%

9

42.1%

20


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learning activities such as students’ books, notebooks,

pens,…

My school provides enough learning materials like books,

geographical and mathematical tools, to help me in my

learning activities.

15.3%

7

24%

11

18%

9

42.9%

20

My school library has enough students’ books.

14%

7

21%

10

24%

11

41%

19

My school provides computers to learn computer science.

5.4%

2

7.7%

4

26%

12

61.6%

29

Computers at my school are enough and in good

conditions.

4%

2

6%

3

32.8%

15

57.2%

27

I have strong skills in computer received from my

school

teachers

3.3%

2

7%

3

29%

14

60.7%

28

As showed by the table 8, 13.1% of students strongly agreed that the school easily provides

students’ with materials like books, notebooks and pens while, 25.2% agreed, 19.6% disagreed

and 42.1% strongly disagreed respectively.

This means that the majority of the students disagreed and strongly disagreed. With the

particulars in the study, it was observed from the headteachers that lack of enough financial

support from the government has hampered the schools performance. It can be observed that the

availability of teaching materials like textbooks and computers have a direct bearing on students’

performance. On the other hand, 15.3% of students strongly agreed that the school provides

enough learning materials like books, geographical and mathematical tools for them, 24%

agreed, 18% disagreed and 42.9% strongly disagreed with the statements in question.


Vol. 2, No. 02; 2018



This means that the bad performance of students is caused by different factors including

insufficient books and other tools like maps and mathematical sets. As the majority of students

lacked adequate relevant textbooks, this means that they can’t find books to read and pass exams.

It was observed that students rely entirely on the teacher’s’ notes and this affects their final

performance.

Similarly, 14% of students strongly agreed that their school library has enough students’ books,

21% agreed, 24% disagreed and 41% strongly disagreed with the statement. This information

goes hand in hand with all headteachers’ who confirmed that they have a serious problem of

inadequate textbooks. The latter explained that students’ books were not enough because the

government delayed to distribute them though some schools lacked enough space to stock them

and do not have libraries.

This means that 9 YBE schools in Kayonza district do not have enough teaching and learning

materials. Students as result did not perform in their learning activities and nowhere to find

information to do their homeworks, to enhance their vocabulary, enrich their grammar and

satisfy their intellectual curiosity. Students who are taught in these circumstances can not open to

the reality of the world.

On the influence of computers, it was observed that almost all schools lacked enough computers

to learn computer science kits in 9YBE schools. Despite the insignificant number of students of

which 5.4% strongly agreed and 6% agreed that there are computers to learn computer sciences,

the great number disagreed and strongly disagreed with the item in the question while 26% of the

respondents disagreed and 61.6% strongly disagreed respectively.

This implies that the schools of 9YBE program in Kayonza district do not have computers to

learn the computer sciences. It was observed that students lacked computer knowledge and skills

in the studies. Therefore all computer studies are conducted verbally and there is no practice.

This subject is not really taught in those schools because teaching computer verbally without

practice is in vain. In the interview with the headteachers, 15% of them had their own laptops

and 85% of the schools had one computer for school’s activities.

On computers at their schools if they were in good conditions, only 4% and 6% of students

respectively strongly agreed and agreed while the big number of respondents composed of 32.8

% and 57.2% respectively disagreed and strongly disagreed with the statement. This means that

the available computers in Kayonza 9YBE are many times not working. This information was

supported by the headteachers, that the available computers were not in good working conditions

because they are affected by viruses devices and it was not easy to get the computer repairs and

antivirus in remote areas such as Kayonza district. The study found that all the schools lacked

modern and good working computers to facilitate the teaching and learning situations.


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Considering the skills received by students from their computer teachers, 3.3 % of the respondent

strongly agreed and 7% agreed to have acquired knowledgeable skills in computer studies. 29%

of the respondents disagreed and 60.7% strongly disagreed to have acquired skills in computers

from their school teachers. This means that basic skills like making tables, charts, adjusting

tables, writing in columns, typing on computer with a considerable speed are not mastered by the

students. The situation was still alarming because these students did not even have skills that

capacitated them to retrieve information from internet. They live in their own close world where

there was no internet connection and this means they could not compete with students from other

district who had developed computer skills in their teaching and learning situations.

Views of teachers on textbooks and computers provided to

their schools.

Table 2: School provides learning and teaching materials to improve students’

performance

Items of the study /statements Teachers responses

SA A D SD

In my school, the teacher has curricula copies of the subjects

he/she teaches.

6.7%

2

76.7%

25

16.7%

5

0%

0

In my school, the teacher has enough textbooks of the subjects

he teaches.

13%

4

6.7%

2

43.3%

14

37%

12

I get enough teaching materials to facilitate my teaching

activities.

7%

2

6.3%

2

80%

26

6.7%

2

The teachers with enough teaching materials perform very well. 50%

16

30%

10

20%

6

0%

0

My school started the program of 9 YBE with enough needed

teaching and learning materials.

0%

0

16.7%

5

63.3%

20

20%

7

I use computers while teaching computer science

5.6%

2

7.9%

3

29.1%

9

57.4%

18

These computers of my school are enough and in good

condition

4.9%

2

7.1%

2

39.9%

13

48.1%

15


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From the table 11,the majority of teachers agreed that they have curricula copies to the subjects

they teach. Precisely, 6.7% of the teachers strongly agreed and 76.7% agreed that they possess

the curricula and only 16.7% disagreed with the statement. From the study, it was observed

that many teachers have curricula copies related to the subjects . The majority (83%) have

curricula and 16.7% of teachers do not have. The teaching curriculum provides content usually

examined in external exams, guides the teacher during teaching and in ensuring the subject

coverage in time.

In the study, it was found out that only 13 % of the teachers strongly agreed and 6.7 % agreed

that they have enough text books related to the subjects they teach, and43.3 % of the respondents

disagreed and 37% strongly disagreed with the statement in question. The study observed that

many teachers of 9YBE schools do have enough text books, and this implied that they didn’t

give enough subjects matter to their student, which affected their performances in class and in

final exams. However, only 13.3% of teachers agreed that they have enough materials, and 80%

disagreed and 6.7% strongly disagreed respectively.

The study observed that the teachers didn’t have enough materials to concise the lessons and the

learners could not understand what they learned and hence poor performance. In the interview

with 8 headteachers, the research found that the teaching materials available at the schools are

maps, globes, geometrical tools such rulers, compasses, setsquares. These materials also were

not enough because they were shared by primary and secondary students.

From the study most respondents agreed that the schools with enough facilities performed well.

This has been agreed by 30% of the teachers and strongly agreed by 50% while 20% disagreed

with the statement in question. This implied that the schools perform well when they have

enoughteaching and learning facilities. Through the interview, all the Headteacher observed that

the the secondary level of 9YBE could not be compared with the ancient lower secondary

schools because of lack of facilities. Many basic education schools tend to have poor

performance because they lack enough facilities to help in teaching and learning activities.

The study found that the students of schools with enough facilities perform better than their

counterparts. The Headteachers supported these findings that students with enough books,

notebooks, pens and all learning materials,and a rich school environmental facilities like

buildings, playing grounds, enough air, without noise, are conducive for teaching and learning.

However, in many 9YBE schools, there are no enough facilities and the available ones are not

adequate to the number and level of students.

I have enough skills and trainings to teach computer science

9.5%

3

12.7%

4

35.2%

11

45.6%

14


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On the use of computers, it was found out that that teachers do not use computers in computer

lessons. Very few teachers use them and others do not. This was illustrated by 5.6% who,

strongly agreed and 7.9% agreed that they used computers when they were teaching. On the

other side 29.1% strongly disagreed and 57.4 disagreed it with the statement respectively. This

means that sudents do not study computer given that a practical course like computer science

can not be taught verbally, and as an outcome, students don’t perform nor compete with others

where teachers use computers while teaching computer science.

The study found out that the available computers are not enough and not even safe as reflected

by 4.9% and 7.2 % of teachers respectively who agreed and disagreed with the statement in

question while a big significant number of 39.9% strongly disagreed and 48.1% disagreed with

the statement that, the school computers were enough. Therefore 88% of the respondents

disagreed with the statement and had no good computers in their teaching and learning

situations.

It was observed that even the available computers are not enough and are not in good condition.

According to Ministry of education, at least four students must learn on one computer during a

computer science lesson in computer laboratory. This target is unachievable since most schools

do not have electricity and solar panels. On whether teachers have skills and trainings to teach

computers, 9.5% strongly agreed and 12.7% agreed that they have enough skills in computer

science. The majority 80.8 % of teachers disagreed, that they have enough skills in computer

science. The study found that teachers do not really master the content that they are supposed to

deliver. The employment of teaching computer science should be done by experienced and

trained ones. It was observed that more teacher trainings on computer skills were necessary since

programs in computer change from time to time. The new acquired computer skills enable

teachers to teach more confidently and competently, which also enables the students to perform

better in class and in final exams.

DATA ANALYSIS

Influence of textbooks and computers on students’ performance

in Kayonza district 9 YBE schools

The study observed that textbooks under the schools under 9YBE program are teachers’ books,

students’ books, notebooks, curricula, teaching materials like geographic materials, live maps,

photographs, mathematical tools, graphs and scientific materials. The study agreed with

Jideowolabi (2005) who postulated that the facilities such as school books, audiovisual and

visual materials allocation of resources, including textual, stationeries, and other tools are

essential to conduct formal basic education systematically.


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The research found that many important textbooks were not in schools and the existing ones

were inefficient and old. The schools lacked enough student’s and teacher’s books to help in

preparing their lesson notes and students reading. The available teaching materials such as

mathematical tools, geographical tools, books, curricula, were not enough compared to the

number of teachers and students. A lot more is still needed in all schools to provide the relevant

teaching and learning materials.

These findings further agreed with Asiabaka (2008), who observed that in teaching system, the

most fundamental problem is lack of textbooks for both teachers and students. In some schools,

textbooks, curricula and libraries were inadequate while in few others, these materials were in

plenty.

In this view, the study agreed that most schools in Kayonza district started the program of 9YBE

program without enough teaching and learning materials. Most of textbooks were not update or

dated for long time, some were still in kinyarwanda which used to be a teaching language before

1994 and the remaining books are still in french which was a teaching language before 2009. In

this situation, teachers translated from kinyarwanda and french into english to find notes for

students. This affected teachers who didn’t know English properly and as the result, students

failed to assimilate contents taught in class.

As for MINEDUC (2009), a 9 YBE school should have appropriate teaching and learning

materials and sufficient equipments for the levels of students, enough teachers’ and students’

books in all subjects. Comparing the standards of quality of textbooks of the schools with

lower secondary level established by the Ministry of Education, in Kayonza 9 YBE schools,

these are still inadequate and this justifies the poor performance of students in these schools.

This is in line with table 8 because the schools where textbooks were in plenty performed better

than those that did not. Therefore the more the quantity and quality of textbooks in schools, the

greater the students’ performance.

The study found that the schools of 9YBE program in Kayonza did not have computers to learn

the computer sciences. This subject was not practically taught in those schools because teaching

computer verbally without practice is not easy. The available computers were not in good

working conditions, were affected by viruses. Schools found it hard to get the computer repairs

and antivirus in remote areas such as Kayonza district. Teachers lacked skills to teach properly

computer science and students could not access the internet connection and this means they

could not compete with students from other districts who had computer skills and knowledge.


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CONCLUSIONS

The study concluded that more updated textbooks and computers were still lacking in all schools

and these affected the overall performance in schools. The teachers could not prepare lesson

notes, neither access the internet for surfing the upstandard notes for the students to use and

pass in exams.

The 9YBE schools lacked students’ and teachers’ textbooks and computers for the teaching and

learning.

RECOMMENDATIONS

On the necessity of textbooks and computers, the government and educational planners need to

increase rapidly the supply of sustainable school materials such as textbooks and computers.

These textbooks are vital in the students’ progress, therefore student/textbook ratio of 1:1 in all

the subjects and adequate supplies of supplementary reading material for students and teachers

are a prerequisite.

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