Keyword: students’ perception

ABSTRACT: The integration of digital technologies has enhanced language learning by improving access to resources, interaction, and learner autonomy in Rwanda. National Information and Communication Technology initiatives support competence-based education, yet the use of digital tools in classrooms remains uneven. Despite these efforts, many students are not fully engaged or motivated when using digital language learning tools. This study therefore sought to examine students’ perceptions of digital language learning and their influence on academic engagement and motivation in Rwandan secondary schools. A quantitative approach using a cross-sectional explanatory design was adopted. Data were collected from 200 secondary school students in Kamonyi District through a structured questionnaire based on a five-point Likert scale. Descriptive and inferential statistics, including correlation, regression analysis, and Structural Equation Modelling (SEM), were used to analyze relationships among perception, engagement, and motivation. The results revealed that students have highly positive perceptions of digital language learning tools, particularly in enhancing understanding, confidence, and independent learning. Significant positive relationships were found between perception and engagement (r up to 0.66) and between perception and motivation (r = 0.64). Regression analysis showed that perception (β = 0.49) and engagement (β = 0.37) significantly predict motivation, explaining 54% of its variance. SEM findings further confirmed that engagement partially mediates the relationship between perception and motivation. The study concludes that positive student perceptions significantly enhance engagement and motivation in digital language learning. It implies that improving students’ experiences with digital tools is essential for better learning outcomes. The study recommends increased investment in digital infrastructure, enhanced teacher training, and the integration of interactive, learner-centered digital strategies to optimize language learning in Rwandan secondary schools. 

ABSTRACT: The study examined how applying mathematical concepts to real-life situations and using mathematical history as teaching strategies affect students’ performance in mathematics. It also investigated the impact of students’ perceptions and teaching and learning materials on these relationships. This study is important because it offers insights into how context-based and historically grounded teaching methods can enhance mathematics achievement, informing more effective and culturally relevant instructional practices. Conducted with a cross-sectional survey design, the study used a structured questionnaire to collect data from 579 secondary school students across six schools in the Kwabre East district, Ashanti Region, Ghana. Data analysis was performed using structural equation modeling in Amos (v.23) software. Results indicated that applying mathematical concepts to real-life situations positively and significantly influenced students’ performance. Incorporating the history of mathematics did not directly impact performance but was fully mediated by students’ perceptions. Additionally, students’ perceptions partially mediated the link between real-life application and performance. The use of teaching and learning materials moderated both the relationship between real-life application and students’ perceptions and the relationship between history of mathematics and students’ perceptions.