The effect of remedial teaching on the improvement of mathematics skills among ordinary level leavers in Rwanda: A multivariate analytical approach

Mathematics achievement continues to present a significant challenge among Ordinary Level leavers in Rwanda, limiting students’ opportunities for advanced education and STEM careers. This study investigates the impact of remedial teaching on improving mathematics skills using a multivariate analytical approach. Data were collected from 320 students across five secondary schools, incorporating both urban and rural settings to ensure representativeness. The study employs a multivariate linear regression model that quantifies the simultaneous effects of remedial teaching hours, baseline knowledge, teacher competence, student study habits, and socio-economic support on mathematics performance.

The model accounts for standard assumptions of linearity, independence, homoscedasticity, normality, and low multicollinearity, and parameter estimation is conducted using Ordinary Least Squares (OLS). Results indicate that remedial teaching significantly enhances student performance, with each additional remedial hour increasing Post-test  scores by 0.45 points. Baseline knowledge contributes 0.38 points per unit, while teacher competence, study habits, and socioeconomic support positively influence scores by 2.15, 1.62, and 1.08 points per unit, respectively. Residual and diagnostic analyses confirm that model assumptions are adequately met.

These findings underscore the critical role of targeted remedial interventions in addressing persistent gaps in mathematics learning. They further highlight the importance of teacher quality, structured study habits, and socio-economic support in amplifying the benefits of remedial teaching. Policy implications suggest scaling remedial programs, enhancing teacher training, and providing additional support for disadvantaged learners to achieve equitable mathematics outcomes. This evidence-based approach offers practical guidance for education policymakers, school administrators, and curriculum designers aiming to improve mathematics performance at the national level.