Effects of Instructional Media on Learners Competences in Mathematics in Public Secondary Schools in Rwanda a Case of Rulindo District

This study explored the impact of instructional media on mathematics competencies in public secondary schools in Rulindo, Rwanda. Employing a descriptive and correlational design with a mixed approach, the study aimed to identify influential instructional media, assess mathematics competence levels, and determine their relationship. The target population included 616 teachers and 100 head teachers, totaling 716 individuals, with a sample size of 257 determined using the Yamane formula through purposive and random sampling. Data were collected via questionnaires, documentation research, and a pilot study, then analyzed using SPSS version 21.Key findings indicated strong agreement (85.5%-98.6%) on the effectiveness of computer-based tools, graphing calculators, mathematics textbooks, and dynamic geometry environments in teaching mathematics. Significant associations were found (p < 0.05) between competencies in numeracy, use of instructional media, and students comprehension of mathematical subjects. Recommendations included government scholarships to enhance teachers mathematics skills, optimized use of teaching resources, training by MINEDUC, and increased educational support for students. The study highlighted the need for further research to explore instructional materials broader impacts on secondary school students mathematics performance.