Students Classroom Activities and Academic Performance in History Subject in Public Secondary Schools in Rwanda: A Case of Nyarugenge District

This research aimed to investigate the correlation between students' classroom activities and their academic performance in a public secondary school in Nyarugenge District, Rwanda. The study also sought to identify students' activities during history lessons and assess their academic performance in the history subject. A cross-sectional research design was employed, utilizing a combination of questionnaires, interviews, and documentation. The research adopted a stratified random sampling technique, targeting senior five students, head teachers, directors of studies, and history teachers from 20 public secondary schools. Data were collected using structured questionnaires and guided interviews. The study's findings highlighted that various school activities, such as group discussions, debates, classroom games, tongue twisters, and teamwork, were commonly observed in the schools. Both teachers and students acknowledged the influential factors driving academic performance, including improved grades, critical thinking, knowledge levels, and enhanced communication skills. Notably, the research indicated a mean response of 4.12 for high-scoring learners and 1.2 for low-scoring ones, with 60.0% agreeing on regular attendance in history lessons. Furthermore, the positive correlation between students' classroom activities and their academic performance was statistically significant, with most indicators exceeding a significance level of 0.05, emphasizing the importance of such activities in promoting academic success in the history subject at public secondary schools in Nyarugenge District, Rwanda. The study suggested collaborative efforts among educational stakeholders in Nyarugenge District to enhance student academic performance, emphasizing the provision of adequate teaching and learning resources. Additionally, teacher training programs should focus on incorporating diverse activities into lessons, promoting engaging teaching methodologies, and fostering real-world connections in the classroom. In conclusion, this study underscored the critical role of diverse classroom activities in enhancing academic performance, highlighting the need for a more comprehensive and engaging educational approach to foster effective learning outcomes in the history subject in Rwandan public secondary school. Keywords: Students Classroom Activities, Academic Performance, History Subject, Public Secondary Schools, Nyarugenge District, Rwanda