INFLUENCE OF HOME COACHING PRACTICES ON SKILLS ACQUISITION IN MATHEMATICS AMONG PUBLIC SECONDARY SCHOOLS STUDENTS IN RWANDA A CASE OF RWAMAGANA DISTRICT

Background : Education is a critical component in human resource development. Educators typically utilise standardised test results, graduation rates, and classroom performance to assess students achievement. Coaching aims to assist individuals improve their performance across multiple disciplines. It increases their personal efficacy, development, and progress (Hamlin et al.2019). The Purpose of this study was to analyse the influence of home coaching practices on skills acquisition in mathematics among public secondary schools students in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on Home coaching practices and their infuences on skills acquisition in mathematics among public secondary schools.

Methods and Results: This study utilised a mixed-methods research design. The target population were 100 teachers, 110 parents, and 20 school leaders, for a total population of 230 respondents from public secondary schools in Rwamagana District. This study used purposive, stratified, and simple random sampling procedures to create a sample group of respondents. The study collected and analysed data using both quantitative and qualitative approaches. In IBM SPSS Version 21.0, descriptive statistics and inferential statistics (correlational and regression analysis) were used to show quantitative data, while content analysis helped with qualitative data analysis.

Results : the study found that home coaching practices are significantly associated with students skills acquisition in mathematics in public secondary schools in Rwanda, particularly in the Rwamagana District, with most associations having a level of significance greater than 0.05 in relation to academic performance.

Conclusion : The studys conclusions highlight the critical role that home coaching strategies play in helping public secondary school students in the Rwamagana District acquire mathematical abilities. The necessity for ongoing emphasis on these techniques to improve educational results is highlighted by the favorable correlations found between students performance and coaching activities. This study supports the incorporation of structured home coaching activities to improve students academic progress in mathematics by offering insightful information to educators and parents.