Factors Determining Learner's Performance Among Faith-Based and Secular Schools a Comparative Study of Selected Primary Schools in Muhoza Sector, Musanze District, Rwanda

This study aimed at comparing the factors determining the learners’ performance among faithbased and secular schools in Muhoza sector, Musanze district, Rwanda. Specifically, the study aimed at evaluating the learners’ performance in selected faithbased and secular schools in the Muhoza Sector and assessing the differences, similarities, and associated factors in the learners’ performance between selected faith-based and secular schools in the Muhoza Sector. To achieve these objectives, a causal-comparative descriptive research design was adopted and targeted 22 primary schools, including two faith-based schools and 20 secular schools. From these schools, 98 individuals, made up of teachers and four head teachers, were selected. The sample size included 81 respondents selected using the purposive sampling technique. Questionnaires, interviews, and documentary reviews were used to collect data, which was then analysed using descriptive and content analysis. Findings revealed that learners in faithbased schools performed better on average on the average grade scale than learners in secular schools (t =-19.78, df = 570, p .05), and learners' performance was more satisfactory in faith-based schools than in secular schools. Teachers’ qualifications (p =.214 >.05) and teachers’ experience (p =.231>.05) were not statistically significant determinants of the differences in the learners’ performance among these schools. There was no difference in the teachers’ qualifications and experience, and both teachers in faith-based and secular schools have almost similar qualifications and experience. Therefore, qualifications and experience cannot explain the difference in learners’ performance in these schools. Differences in the performance of learners were accounted for by the average work load (p =.012<.05), average pupil-teacher ratio (p =.004<.05), average pupilclassroom ratio (p =.002<.05), pupils-textbook ratio (p =.001<.05), and mean number of exercises or homework given per week (p =.002<.05), which were statistically significant determinants of the differences in the learners’ performance between faith-based and secular schools These differences account for the difference in the learners’ performances. Moreover, there is a significant difference in the frequency of quizzes and homework, parents’ engagement, and coaching hours between these schools (p =.000<.05). Therefore, the frequency of quizzes and homework, parents’ engagement, and coaching hours ensure that there is a difference in the learners’ performance between these schools. Based on the study findings, it was concluded that faith-based schools perform better as compared to secular schools due to lower workloads for their teachers, lower pupil-teacher ratios, lower classroom-pupil ratios, lower textbook-topupil ratios, good leadership, and teachers’ supervision. The study recommended that the Ministry of Education should provide adequate learning and instructional materials to the secular schools to enhance the effectiveness and efficiency of the teaching and learning process, and the management in secular schools should create a policy that controls teacher workload so that they are not overworked as compared to their more effective counterparts