Vol 14 Issue 3 July 2026-September 2026

Abstract: This study investigates the implementation effect and perception bias of social e-commerce strategy in agricultural material enterprises, using Shandong Nongyang Biotechnology Co., Ltd. as a case. Unlike prior research focused on fast-moving consumer goods, this study addresses the high-knowledge-threshold, long-decision-cycle characteristics of agricultural inputs. Adopting a hybrid method combining quantitative (883 samples including 590 customers and 48 employees, AHP-weighted fuzzy comprehensive evaluation) and qualitative (30 semi-structured interviews, Nvivo coding, SWOT-PESTEL analysis) approaches, the research evaluates strategy effectiveness across three dimensions: engagement, influencer impact, and content quality. Results show an overall strategy score of 82.95 (Grade B), with content quality rated highest (Grade A). However, a statistically significant perception bias exists between customers and employees across all three dimensions (p < 0.05), particularly in engagement (customer 3.72 vs. employee 3.25) and content quality (customer 3.98 vs. employee 3.63). These gaps exceed industry averages, indicating internal-execution and external-experience misalignment. The findings suggest that while content strategies effectively communicate product value, deficiencies in repurchase incentives, cross-departmental coordination, and regional resource allocation hinder full potential. This dual-perspective evaluation provides agricultural enterprises with a diagnostic framework to identify strategic breakpoints and optimize social e-commerce implementation.

Keywords: Social e-commerce strategy; perception bias; agricultural materials enterprises; dual-perspective evaluation; implementation effectiveness.

Title: Research on the Implementation Effect and Perception Bias of Social E-commerce Strategy in Agricultural Materials Enterprises - Based on the Dual Evaluation Analysis of Customers and Employees of Shandong Nongyang Biology

Author: Bu Yixuan, Nova C. Baldo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 67-89

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Website: www.researchpublish.com

Published Date: 10-July-2026

Abstract: The Purpose of this study was to examine how strategic management influences students' academic achievement in Public secondary schools in Rwanda, with a particular emphasis on the Bugesera District.The research was grounded in Strategic management Theory and Academic performance Theory. Descriptive research design was employed to facilitate data collection. The study population included students, teachers, school head teachers, and parents. A Total 270 respondents was involved, comprising 45 head teachers, 225 current teachers from Public secondary schools in Bugesera District, Rwanda. Participants was selected through a combination of random and purposive sampling techniques. The results show an extremely strong and statistically significant positive correlation between strategic management practices and academic performance in Public secondary schools in Rwanda. The Pearson correlation coefficient (r = 0.941) indicates an almost perfect positive relationship, suggesting that schools that effectively implement strategic managemen practices achieve significantly higher academic outcomes. The results presented provide insights from the regression analysis examining the impact of strategic management practices on academic performance in Public secondary schools in Rwanda. The R value (0.941) indicates a very strong correlation between the independent variable (strategic management practices) and the dependent variable (academic performance). This suggests that strategic management practices are closely associated with improvements in students’ academic outcomes. The R Square value (0.885) shows that approximately 88.5% of variance in academic performance can be clarified by strategic management practices. Schools that regularly conduct performance reviews, apply SWOT analysis, and use academic data to guide strategic decisions tend to achieve higher learning outcomes. Continuous performance monitoring allows schools to identify gaps in instruction, adjust strategies, and allocate resources more effectively. This includes formulating clear guidelines for performance analysis, stakeholder participation, and leadership development across all public secondary schools. The Rwanda Basic Education Board should design and implement professional training programs for teachers and head teachers focusing on strategic management. leadership, and resource planning.

Keywords: Strategic Management, Academic Performance, school management, secondary school.

Title: Influence of Strategic Management on Academic Performance in Public Secondary Schools in Bugesera District, Rwanda

Author: Nkundabakize Sylvain, Ruth Thinguri

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 46-66

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Website: www.researchpublish.com

Published Date: 09-July-2026

Abstract: This study evaluated the influence of resource management practices on the performance of construction projects in Rwanda, using the Market Hub Project implemented by KINVEST Impact Rwanda as a case study. The study was grounded in Resource-Based View Theory and Systems Theory, and adopted an explanatory research design incorporating descriptive, correlational, and thematic approaches through a mixed-method strategy. Data were collected through structured questionnaires administered to project beneficiaries and interview guides with KINVEST Impact Rwanda staff. From a target population of 290 respondents, a sample of 168 was drawn using Yamane's formula, with staff selected through purposive sampling and beneficiaries through random sampling. Descriptively, resource planning practices were positively perceived, with mean scores ranging from 3.61 to 4.36, all exceeding the neutral midpoint of 3.00. Resource allocation was similarly effective, with mean values between 3.21 and 4.30, though timeliness of material delivery was a relatively weaker area. Resource control and monitoring recorded the widest mean range of 3.21 to 4.57, indicating strong overall perception but inconsistent application across project phases and locations. Inferentially, regression analysis revealed that resource planning (β = 0.412, p < 0.05), resource allocation (β = 0.387, p < 0.05), and resource monitoring (β = 0.356, p < 0.05) each had a statistically significant positive influence on project performance, collectively explaining 68.4% of the variance (R² = 0.684). Thematically, qualitative findings highlighted three dominant themes: the centrality of early and participatory planning in ensuring resource availability, challenges of bureaucratic procurement delays undermining allocation efficiency, and the need for real-time digital monitoring tools to replace largely manual and paper-based tracking systems. The study concludes that structured resource management practices encompassing planning, allocation, and monitoring contributed significantly to the successful performance of the Market Hub Project. It recommends that the government institutionalise standardised project management frameworks across all public and donor-funded projects, strengthen internal planning through contingency and risk forecasting, and modernise monitoring and evaluation through real-time digital tracking tools to enhance transparency and accountability.

Keywords: Resource Management Practices, Performance, Market Hub Project, Kinvest Impact, Resource Management.

Title: Resource Management Practices and Performance of the Market Hub Project Implemented by Kinvest Impact in Rwanda

Author: Twahirwa Robert, Naomi Nduta Njoroge

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 23-45

Research Publish Journals

Website: www.researchpublish.com

Published Date: 07-July-2026

Abstract: This study assessed the influence of teachers’ discipline management on students’ learning outcomes in public lower secondary schools in Kirehe District, Rwanda. Specifically, it examined the effects of teacher verbal warnings, teacher role modeling, and teacher academic integrity on students’ learning outcomes. A descriptive survey design with a mixed-methods approach was adopted, integrating quantitative and qualitative data from 318 respondents, including 11 head teachers, 11 deputy head teachers in charge of studies, 11 deputy head teachers in charge of discipline, 182 lower secondary teachers, and 103 class representatives. Purposive sampling was used to select school leaders, while simple random sampling was employed for teachers and class representatives. Data were collected using questionnaires, interviews, and focus group discussions. Instrument reliability and validity were confirmed using a minimum threshold of 0.7. Quantitative data were analyzed using IBM SPSS to generate descriptive statistics and regression analyses, while qualitative data were analyzed through thematic coding. The findings revealed that teacher verbal warnings had a weak positive influence on students’ learning outcomes (R² = 0.100, β = 0.316). Teacher role modeling demonstrated a moderate positive influence (R² = 0.210, β = 0.458), while teacher academic integrity had the strongest positive influence (R² = 0.329, β = 0.573). These results indicate that although verbal warnings contribute to classroom discipline, their effect on academic performance is relatively limited compared to role modeling and academic integrity. The study concluded that teacher discipline management practices significantly influence students’ learning outcomes in public lower secondary schools in Kirehe District, with academic integrity emerging as the most influential factor. The study recommends that the Ministry of Education and the Rwanda Basic Education Board strengthen continuous professional development programs focusing on academic integrity, positive role modeling, and effective use of verbal warnings. Schools should also promote consistent and fair disciplinary practices to enhance students’ academic performance. Further research is recommended to examine how factors such as leadership practices and student motivation interact with teacher discipline management strategies in shaping learning outcomes across different educational contexts.

Keywords: Teachers, Discipline Management, Students, Learning Outcomes, Lower Secondary Schools, Public, Kirehe District.

Title: Teachers' Discipline Management and Students' Learning Outcomes in Public Lower Secondary Schools in Kirehe District, Rwanda

Author: Mukabukombe Venantie, Dr. Mporananayo Noel

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 12-22

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Website: www.researchpublish.com

Published Date: 06-July-2026

Abstract: The general objective of this study is to assess the effect of project resource management practices on performance of second generation health posts project in Rusizi District, Rwanda, specifically focusing on second generation health posts project in Rusizi District. The study utilized Stakeholder Theory, Resource-Based View Theory, Human Capital Theory and Diffusion of Innovation Theory as its theoretical frameworks. The research design integrated both descriptive and correlational research design. Statistical Package for Social Sciences (SPSS) 29 was employed to analyze collected data, applying descriptive, correlation and regression techniques to provide meaningful insights into the research findings. Coefficients show the individual contribution of each variable to the model and the results of the hypothesis testing. Regarding Human Resource Management, the B-coefficient is 0.147 with a t-value of 3.278 and a significance of 0.001. Since the p-value (0.001) is less than 0.05 shows that human resource management has a significant positive effect on project performance. For Financial Resource Management, the B-coefficient is 0.389 with a t-value of 6.524 and a significance of 0.000 indicates that this variable is the strongest significant predictor of performance in the model. Regarding Material Resource Management, the B-coefficient is 0.167 with a t-value of 3.513 and a significance of 0.001 shows a significant positive effect on the dependent variable, as the p-value is less than 0.05. For Technology Resource Management, the B-coefficient is 0.237 with a t-value of 3.669 and a significance of 0.000 confirms that technology is a significant positive contributor to the project's success. The study concludes that project resource management practices specifically human, financial, material, and technology resources collectively account for a significant portion of the performance of second-generation health posts in Rusizi District. Local stakeholders and beneficiaries should be encouraged to participate in the oversight of health post resources to foster a sense of community ownership and sustainability.

Keywords: Project resource management practices, human resource management, financial resource management, material resource management, technology resource management, project performance.

Title: EFFECT OF RESOURCES MANAGEMENT PRACTICES ON PERFORMANCE OF SECOND GENERATION HEALTH POSTS PROJECT IN RUSIZI DISTRICT, RWANDA

Author: Dusenge Theogene, Dr Sam Bazimya

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 1-11

Research Publish Journals

Website: www.researchpublish.com

Published Date: 02-July-2026