Abstract: The proposed study examines how in-service teacher training programs affect student learning outcomes in social studies within public primary schools in Rwanda’s Nyarugenge District. It focuses on three key aspects: the influence of teacher certification on student academic performance, the effect of changes in teaching methodologies on student motivation, and the impact of curriculum mastery on student participation. A descriptive survey design combining quantitative and qualitative methods was adopted. From a total population of 1,568, a sample of 326 participants was selected using the Yamane formula, including 316 teachers chosen by simple random sampling and 10 head teachers selected purposively.Data were collected using questionnaires and interview guides. Analysis involved descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics, particularly multiple regression, using SPSS version 21. Findings reveal a strong positive correlation between in-service teacher training and student learning outcomes, with 71.7% of performance variance explained by training programs. Among the training components, curriculum mastery showed the strongest correlation (0.719), highlighting its critical role in enhancing student engagement and understanding. Moderate positive relationships were also found between training and teacher certification (0.646), as well as adaptability in teaching methodologies (0.534). These results indicate that trained teachers tend to be more knowledgeable, certified, and flexible in their instructional approaches, which significantly improves teaching effectiveness. The study concludes that in-service teacher training is crucial for boosting student motivation, participation, and achievement in social studies. It recommends that the Ministry of Education and other stakeholders prioritize investment in teacher development programs, emphasizing curriculum mastery, certification, and active teaching strategies. Continuous professional development should be supported as a direct means of enhancing both teaching quality and student learning outcomes in public primary schools.
Keywords: In-Service Teacher, Training Programs, Pedagogical Tools, Learning Outcomes, Public Primary Schools, Nyarugenge District.
Title: Effect of In-Service Teacher Training Programs in the Use of Pedagogical Tools and Student Learning Outcomes in Social Studies in Public Primary Schools in Rwanda: A Case Study of Nyarugenge District
Author: Mr. Sengabo Ayubu, Dr. Andala O. Hesbon, Mr. Ngarukiyintwari Narcisse
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 366-378
Research Publish Journals
Website: www.researchpublish.com
Published Date: 15-September-2025
