INFLUENCE OF PLANNING AND SCHEDULING ON THE PERFORMANCE SECONDARY SCHOOL STUDENTS IN RWANDA: CASE OF PUBLIC SECONDARY SCHOOLS IN GASABO DISTRICT.

Abstract

This study examines the influence of planning and scheduling on the academic performance of secondary school students in public schools within Gasabo District, Rwanda. The research explores how structured scope definition, effective time management, and stakeholder involvement contribute to students' goal achievement and overall performance. The study adopted a descriptive survey design involving both qualitative and quantitative approaches. Qualitative analysis included a review of existing literature and interviews, while quantitative analysis involved the collection and analysis of data. This study targeted three stakeholders from forty-two public secondary schools in Gasabo District making a total of 126 participants. Slovin's formula was used to calculate the 96-person sample size. The study used a purposive sampling technique. Primary and secondary data were used in the study. While secondary data was gathered from ministry reports, academic journals, and official publications, primary data was gathered via a questionnaire and interview guide. Data was coded in order to classify answers and pinpoint important ideas or concepts. To facilitate future analysis, this procedure aids in organizing the qualitative data. The analysis of quantitative data obtained from closed-ended survey questions involved the utilization of descriptive statistics, including means, standard deviations, frequencies, and percentages. To strengthen the findings' validity and corroborate the findings, qualitative and quantitative data was triangulated. The analysis of the responses regarding planning and scheduling in schools shows a positive trend toward their effectiveness in enhancing student performance. Teachers' lesson planning was seen as influential, with a high agreement level (M = 4.16, SD = 0.998), indicating that the majority believe it improves students' understanding. Scheduling regular study sessions was rated even higher (M = 4.34, SD = 0.893), supporting the notion that it helps students retain information better. Structured schedules were perceived to reduce student stress (M = 4.32, SD = 0.925), while school-wide planning initiatives were viewed as significantly improving the learning environment (M = 4.43, SD = 0.716). Additionally, the use of planners and schedules, which is supported by school administrations, garnered strong agreement (M = 4.62, SD = 0.644). Finally, regular reviews and adjustments to schedules were seen as critical to improving student performance (M = 4.50, SD = 0.749). The composite mean of 4.40 reflects a generally strong consensus on the importance of planning and scheduling in fostering academic success. In conclusion, this study found that effective planning and scheduling significantly enhance student performance in secondary schools by improving time management, reducing stress, and fostering a structured learning environment. It is recommended that schools implement regular reviews of schedules, encourage the use of planners, and engage stakeholders such as parents and administrators to support students' academic success. For future studies, researchers should explore the long-term impact of planning and scheduling on student performance across different educational contexts and examine the role of emerging technologies in enhancing these processes.