DECLARATION

We declare that this proposal is original, done by us and has not been submitted for any award
anywhere else by any other person to any institution.
Mr. BIZIMANA Anastase and NTIRUVAMUNDA Donatha

Sign……………………………. Sign…………………………….
Date………………………………. Date……………………………….

I
APPROVAL
This proposal has been submitted with my approval as the University of Kibogora Supervisor

Lecturer Name: Mr. BIHIMANA DONAT

Signature…………………Date: ……………………

II
ABSTRACT

The study aims at assessing “effects of field work practices on students’ academic performance
in secondary school”. Then this study will be conducted in Burera district, where data have be
analyzed by using SPSS. About this study others findings such as Brunner (1966) revealed that
the learning and teaching by using fieldwork related method which is related with learning by
doing or learning by providing demonstration is clear way of constructing the experience of
teachers towards of their success. This theory intended the use of learner hands and mental aided
capacity to covers different opportunities as to enhance the required experience provided from
field study the required success for learners in intended courses can be attained when only if the
child can act it out. About the research study intended to discover if the fieldwork is accessed in
secondary schools in order to provide targeted solutions to the appeared problems from primary
data of teachers and learners through different discussions which stated that the fieldwork
practices is still low in secondary schools, that continues to discourage the students learning
performance. Also in this study the total population estimated to be 811 composed by 31
teachers including school administrators and 780 students from GS Gitare II through which 113
people as sample size has provided from including 89 students and 24 teachers , who are
considered to involve in expected data findings enhancement through different research
methodologies like: interview, questionnaires, observation as primary data , and secondary data
should be used to find out required data such as, documentations in different , books, journals,
and school achieves indicating the annual students‘ performance via use of fieldwork practices
which are expected to provide answers of research questions, what aspects of your access to
fieldwork support or hinder your use of local resources for teaching and learning, Identify a
geographical/ environmental features that can be used in the teaching and learning of different
subjects during one of the field trip you undertook, list the strengths and weaknesses of the field
work in your school . The results found out in this school of GS GITAREII indicated that 87.4
% of the variation in dependent variables ( students’ academic performance) can be explained
by physical features in fieldwork , have positive effects on students’ academic performance,
100% of variation in dependent variables, can be explained by students attendances , have
positive effects on students’ academic performance , and 61.5 % variation in dependent variables
explained by parental supports , have positive effects on students’ academic performance .
schools have to put efforts in fieldwork study

III
Table of Contents
DECLARATION..............................................................................................................................i
APPROVAL....................................................................................................................................ii
ABSTRACT...................................................................................................................................iii
CHAPTER ONE: GENERAL INTRODUCTION..........................................................................5
1.0. Introduction...........................................................................................................................5
1.1 Background of the study........................................................................................................5
1.2 Problem statement..................................................................................................................9
1.3 Objectives of study...............................................................................................................12
1.3.1 General objective..............................................................................................................12
1.3.2. Specific objectives...........................................................................................................13
1.3.3 The research questions......................................................................................................13
1.4 Scope of the study................................................................................................................13
1.5 Significance of the study......................................................................................................13
1.6 Limitation of the study.........................................................................................................14
1.7 Significance of the study......................................................................................................14
1.8 Limitation of the study.........................................................................................................15
CHAPTER TWO: LITERATURE REVIEW...............................................................................16
2.0 Introduction..........................................................................................................................16
2.1 Fieldwork practices and students’ academic performance..................................................16
2.2 The Effect of Physical Features on Students' Fieldwork and Academic Performance........17
2.3 The Effect of the Number of Students to Attend Fieldwork on Their Academic
Performance...............................................................................................................................18
2.4 The Effects of Parental Support on Students' Fieldwork and Academic Performance........20
2.5 The effects of students’ fieldwork practices on their academic performance......................21
2.6 Empirical Literature.............................................................................................................22
2.6. Conclusion..........................................................................................................................24
CHAPTER THREE: RESEARCH METHODOLOGY...............................................................26
3.0 Introduction..........................................................................................................................26
3.1 Research design....................................................................................................................26
3.2 Location of the study............................................................................................................26
3.3 study population...................................................................................................................26

IV
 3.4 Sample selection..................................................................................................................27
3.4.1 Sample size determination (piloting)................................................................................27
3.4.2. Sampling technics...........................................................................................................27
3.4.2 Sample size.......................................................................................................................28
3.4.3. Sampling Techniques.......................................................................................................28
3.5 DATA COLLECTIONS INSTRUMENTS.........................................................................29
3.5.1. Questionnaires..............................................................................................................29
3.5.2. Interview.......................................................................................................................29
3.5.3. Observation..................................................................................................................29
3.6. Validity and Reliability.......................................................................................................29
3.7. Limitation............................................................................................................................30
3.8 Ethical consideration............................................................................................................30
CHAPTER FOUR ANALYSIS AND DISCUSSION OF MAIN FINDINGS.............................31
4.1 Introduction..........................................................................................................................31
4.2 Socio-demographic profile of respondents at GS GITARE II.............................................31
4.2.1 Gender respondent analysis in G.S GITAREII.............................................................31
4.2.2 Age respondent analysis................................................................................................32
4.2.3 Marital status of respondent analysis............................................................................32
4.2. 4 Type of school of respondent analysis.........................................................................33
4.2.4 Level of education to respondents ‘analysis.....................................................................33
4.2.5 Working experience of respondent analysis.....................................................................34
4.5 Presentation of findings.....................................................................................................35
4.5.1 Descriptive statistics for the involved variable.............................................................36
4.5.2 Regression analysis of involved variables........................................................................43
4.5.2.1 Regression analysis on effects physical features in fieldwork to the students’
academic performance in secondary schools.........................................................................44
4.5.2.2. Regression analysis on the effects of number of students in fieldwork (class size) to
the students’ academic performance the teachers ‘performance................................................45
Table 16: Analysis Model Summary on effects of number of students in fieldwork (class
size) to the students’ academic performance.............................................................................45
4.5.2.3 Regression analysis on teachers’ competences on their working performance.............47
4.5.2.4 Regression analysis on both physical features, class size (students class attendance)
and parental support on students’ academic performance.....................................................49

V
CHAPTER FIVE: SAMMARY, CONCLUSION AND RECOMMENDATIONS.....................51
5.0 Introduction..........................................................................................................................51
5.1 summary of findings............................................................................................................51
5.2 Conclusion...........................................................................................................................53
5.3 Recommendation.................................................................................................................53
References......................................................................................................................................54
APPENDICES...............................................................................................................................56

VI
 LIST OF TABLES

TABLE 1: TOTAL STUDY POPULATION IN GS GITARE II..............................................................31

TABLE 2: NUMBER OF THE RESPONDENTS...................................................................................32
TABLE 3: GENDER RESPONDENTS..................................................................................................36
TABLE 4: AGE OF RESPONDENT...................................................................................................36
TABLE 5: CATEGORY OF SCHOOL.................................................................................................38
TABLE 6: EDUCATION LEVEL........................................................................................................38
TABLE 7: WORKING EXPERIENCE.................................................................................................39
TABLE 8: DESCRIPTIVE STATISTICS............................................................................................41
TABLE 9: DESCRIPTIVE STATISTICS OF THE EFFECTS OF STUDENTS’ ATTENDANCE FOR
FIELDWORK ON THEIR ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS AT GS
GITAREII.............................................................................................................................42
TABLE 10: DESCRIPTIVE STATISTICS ON EFFECTS OF PARENTAL SUPPORT ON STUDENTS'
FIELDWORK AND ACADEMIC PERFORMANCE IN SECONDARY SCHOOL AT GS GITARE II
................................................................................................................................................44
TABLE 11: DESCRIPTIVE STATISTICS ON EFFECTS OF STUDENTS’ FIELDWORK PRACTICES ON
THEIR ACADEMIC PERFORMANCE IN SECONDARY SCHOOL AT GS GITAREII................46
TABLE 12: MODEL SUMMARY......................................................................................................48
TABLE 13: ANALYSIS OF VARIANCE ON PHYSICAL FEATURES IN FIELDWORK ON STUDENTS’
ACADEMIC PERFORMANCE....................................................................................................49
TABLE 14: COEFFICIENT OF PHYSICAL FEATURES IN FIELDWORK ON STUDENTS’ ACADEMIC
PERFORMANCE.......................................................................................................................50
TABLE 15: ANALYSIS MODEL SUMMARY ON EFFECTS OF NUMBER OF STUDENTS IN FIELDWORK
(CLASS SIZE) TO THE STUDENTS’ ACADEMIC PERFORMANCE..................................................50
TABLE 16: ANALYSIS OF VARIANCE NUMBER OF STUDENTS IN FIELDWORK (CLASS SIZE) TO THE
STUDENTS’ ACADEMIC PERFORMANCE....................................................................................51
TABLE 17: REGRESSION COEFFICIENT ON STUDENTS ATTENDANCE (CLASS SIZE ) ON
STUDENTS’ ACADEMIC PERFORMANCE.................................................................................51
TABLE 18: MODEL SUMMARY OF PARENTAL SUPPORT ON STUDENTS' FIELDWORK AND
ACADEMIC PERFORMANCE...................................................................................................52
TABLE 19: ANALYSIS OF VARIANCE OF PARENTAL SUPPORT IN FIELDWORK ON STUDENTS’
ACADEMIC PERFORMANCE....................................................................................................52
TABLE 20: COEFFICIENT OF PARENTAL SUPPORT ON STUDENTS’ ACADEMIC PERFORMANCE
................................................................................................................................................53
TABLE 21: MODEL SUMMARY OF PHYSICAL FEATURES, STUDENTS CLASS ATTENDANCE
(CLASS SIZE ) AND PARENTAL SUPPORT..............................................................................53
TABLE 22: ANALYSIS OF VARIANCE OF PHYSICAL FEATURES, STUDENTS CLASS ATTENDANCE
(CLASS SIZE) AND PARENTAL SUPPORT ON STUDENTS’ ACADEMIC PERFORMANCE........54
TABLE 23: COEFFICIENT OF PHYSICAL FEATURES, STUDENTS CLASS ATTENDANCE (CLASS
SIZE) AND PARENTAL SUPPORT ON STUDENTS’ ACADEMIC PERFORMANCE.......................55

VII
VIII
CHAPTER ONE: GENERAL INTRODUCTION
1.0. Introduction
This chapter focuses on background of the study, problems statement and objectives of the study,
research questions, significance of the study, and objectives of the study, research questions,
significance of the study, limitations of the study and measures to overcome them scope of the
study and organization of the study entitled “the effects of effects of field work practices on
students’ academic performance in secondary school. case study G.S GITARE II in Burera
district (2018-2021). This research is indicating the field work as the practical study that is done
outside the classroom to gather geographical information, that involves observation, collecting,
recording, presenting and interpreting geographical data (REB, 2020). While students’
performance refers to how students in their learning process stimulate the success of schools
through acquiring the required success and elaborate general opportunities to all school
beneficiaries economically, socially and politically in context of educational development to
enhance required future competent skilled labors market to act in different domains, (Baris
Yildis, Gokhan Gunay, and Fatih Mutlu Ozbilen,2020). This research if aiming to enhance
educational development through field work practices which will base on equal share and
providing the same opportunities of traveling in different environment in intension of acquiring
expected knowledge in both secondary schools in order to enhance required competency, skills
and knowledge for future worldwide life success.
Fieldwork has great role for learners’ performance because ensure clear observation of
geographical phenomenon and reinforce better perception where the theoretical subjects are
turned into practical and being real (TMNE, 2012)

I
1.1 Background of the study

Fieldwork involved 300 learners in Islamabad – Pakistan who were distributed into
experimental sections (Bashir et al, 2012) concluded that the students who attended fieldwork
and other club activities get high learning achievements than those not applied field trip both
girls and boys. The study conducted in Pakistan by (Muhammed Shabbir. Ali, Nassin Akhtar
&Muhammed Arshad,2019) revealed that The findings of this study also show that students
explored their experiences on field trips and show positive significant attitude better in the
specified content from

II
physics subjects. Above given studies indicated that the education sciences subjects maintain
their observation in practical tasks the importance of using field work is to provide the clear
observation of the theoretical subjects taught by using the clear environmental information
collected through different research studies made by learners and teachers in educational context
toward the realistic meanings in teaching and learning. Moreover, field work increases the
opportunities to the students in different domains of learning outcomes. According to study the
field work help lessons to be realistic well understood by learners in their learning concept that
influence the effective and efficient learning strategy.

Based on the fieldwork made the ratio made between different learning strategies indicated that
learners that practice the fieldwork as their learning experiences are the ones who raise their
performance rather than who usually use traditional classroom environment. This indicated that
learners through fieldwork influence their level of altitude towards the understanding the
sciences concepts better than regular learning, the findings demonstrated that field work not only
positively affect attitude of students towards science but also increase the understanding level of
students to their subject.
The study conducted in Pakistan by (Assoc. Prof. Dr. Ali BALCI &Assoc. Prof. Dr. Fikret
TUNA,2014) indicated that, great importance should be placed upon the implementation of
fieldwork in geography and other disciplines, and providing students’ self-confidence and self-
efficacy perceptions about this area through fieldwork should be promoted. Through fieldwork
can be used to elaborate learners’ understanding in their learning and teaching process and
helping many geographical phenomena to being clear observed on site and better perceived,
theories to be put into practice, many skills to be acquired, and learning to be rendered more
permanent.

Respecting what category of school organization, whether public or private, excellent/ boarding
schools and twelve years’ basic education schools, the students have to be managed through the
ir usual learning and teaching processes in terms of ensuring effective providing required
subjects content both theoretically into classes and practically in different environmental sites as

3
field study practices towards fulfillment of the organizational (schools) objectives and
responsibilities. The teachers side of the work place in often the focus of the efforts motivating
students through providing the enough time to ensure the effective learning conditions at schools
towards required success(Balci, 2012 ), The objectives of the field work is to generate positive
effects on students working performance , especially it connect course content to practical
application in classroom teaching and learning process ,where students get advantages to
identify and observe and use instructional best practices ,lesson planning , lesson delivery
differentiation and content recall and reflection towards required skills , skills and values , it is
aimed also to ensure advantages to students practical experience in the purpose of developing
direct leadership, programming and administrative skills sufficient for developing career
guidance.

In learning history in area of especially anthropology which refers to the study of the origin and
development of human societies and cultures. Culture is the learned behavior of people,
including their languages, belief systems, social structures, institutions, and material goods
(Rivke Jaffe and Anouk Dekining,2016). The field work is so crucial for learning process
because help learners at school to observe some of the actual workings, implicit logics and
cultural rules of an inaccessible community or industry (Jacqueline Hughes, 2009). Field study
helps teachers and learners to generate different new data through surveys, in analysis and Cleary
observing different historical data in of cultural ‘texts’, which may include political debates and
policy documents as well as online media and a wide range of popular culture expressions. Even
more than rural research, urban anthropological fieldwork is characterized by flexibility,
inventiveness and a reliance on serendipity. In order to study authentically the different subjects
content taught in classroom from theoretical to practical study teachers therefore involve in
useful of mobile methods that help to track the movement of people, goods and ideas, but they
can also enable us students to understand the lessons and to develop critical thinking based on
real information provided on field (Jacqueline Hughes, 2009)

According to (Sirima and Poipoi, 2010) field work can be intensified as greet motivation to
teachers and learners that signify their good teaching and learning conditions that tends to
result social and psychological positive working atmosphere which highly increase efforts

4
towards high school productions in fulfillment of school objectives. , based on comparison
about the schools that not establish fieldwork practices if not achieved effectively and efficiently
can encourage demotivation of teaching and learning process at schools where the level of
innovation and creativity among learners are discourages because students are not familiar with
field reality of their learning contents . According to (Lou Preston,2016) revealed that students
who involve in fieldwork to curry out advanced environmental study help them to understand
how to collect information from primary and secondary sources of information such as field
observation and data collection, mapping, monitoring, remote sensing. Case studies and report
fieldwork, in all its various forms is central to such inquiries as it enables learners to elaborate
their understanding of the world through different acquired experience. (ACARA,2016g)
Revealed that in field of arts and humanities fieldwork as best approach of long learning study
help students to develop their learning capacity in terms of self -management being advantaged
and self- directing learning strategies and enhancing opportunities to express and reflect on their
suggestions, beliefs, values and different analysis appropriately.

According to Knustson & CAISE (2016), fieldwork in teaching and learning are in helpful in
social experiences with others and provide basis for science students to combine and highlight
novelty in different things and leads to foundation to clarify the education experience to
teaching and learning process. Based on different results the field trips improved many
opportunities to learning by doing that provide good and high results which is effective efficient
and satisfied that brings positive results and elaborate personal feelings towards learning
development. Learners enhance opportunities to explore their knowledge and practical skills
through fieldwork. Learning through field work is affected by many levels like structure of field
trips, content skills and good learning sciences during applied process of learning, the social
dimension of the traveling in different environment help students and teachers to share different
learning and teaching experiences base of applied field work (Knutson & CAISE, 2016).

The fieldwork is aimed to boost up different learning and teaching objectives such as to develop
personal experiences especial students in learning domain , to elaborate interest and high
engagement of and motivational factors focusing on subjects of science , to stimulate co-
working and group participation in learning domain , to increase level of personal interpretation

5
and presentation and field observation skills among learners in learning processes of different
courses context and to develop interconnections (Behrendt & Franklin, 2014). In teaching and
learning process fieldwork learners are taken to unique locations. Each student can learn through
personnel experiences. the interconnections are all ahead with the theory and learning via
experiences with first – hand experiences as well as learning from organization (Lei, 2010)

Study conducted in Africa in Kimini division trans- Nzola country Kenya by (Wafura Juma
Kennedy,2015) revealed that during field study the students have the opportunities to receive
different real information on subjects taught theoretically in sufficient and appreciative manner.
Also study revealed that the field study provides different challenges that help learners to
understand the lessons the clear results approved that the classroom learning are generalized and
many a times neglect the slowest learners in the group work to perform the assigned tasks for
that reason it help learners to obtain the chance of sharing lessons each other and try to interact in
a more relaxed environment, without the pressure of grades or the constraints of classrooms this
clarified that applied field study through obtained geographical realities can be generated first
during fieldwork practices by using different methods like using visual studying . The
conclusion made concluded that learners learn effectively via the activities of performed in field
study practices, where the senses come into play a lot more than they would ever do in a
classroom. Field study has great advantages in geography teaching since it helps many
geographical phenomena to be observed on its own environment and be better perceived by
learners and teachers in their teaching and learning practice (TMNE, 2012; Article 14).

Study conducted in Rwanda according to (REB, 2020), is indicating the fieldwork as the
practical study that is done outside the classroom to gather geographical information, that
involves observation, collecting, recording, presenting and interpreting geographical data. But
based on the monitoring and evaluation have made in 2022, in different schools especially in
Burera district the report has concluded that the teachers are not applying correctly the curricular
regulations due to low rate of applying the learner centered approach through involvement in
fieldwork practices as a way of developing critical thinking of the learners based on environment
study.

6
1.2 Problem statement
Developing countries including Rwanda is reinforcing educational development in different
domains where education is categorized into private schools, public schools, and government
aided schools, which classified into boarding /excellent and twelve years’ basic education
schools. Through achieving education target the working capacity of teachers and students is
required high match attention generating focused and enthusiastic energy/ motivation based on
providing different school materials / instructional materials and establishment of fieldwork in
order to make theories reality which is indispensable elements to sustainable expansion of
teaching and learning process and enhancing good quality of education.

The data have been delivered from different schools’ teachers and learners in different schools
discussion meetings and Burera district teachers assembly many times during the teachers’ day
ceremonies talking how fieldwork is inserted / used in usual learning process both twelve years
basic education schools and boarding/excellent schools indicated that there is low late of taking
time as teachers with their learners to explore the environment with objectives of making courses
content enthusiastic and clear especially in twelve years basic education schools , considering
some lessons like geography , and history are taught as abstract subject content that led to an
easy work for students to understand during teaching and learning this clearly indicated by low
results for students during different performed examination and tests given, that reduce the
students’ performance due to lessons are not understood at late expected to be that revealed by
students results. In the boarding schools where the fieldwork is somehow taken consideration by
students and their teachers the lessons are comprehended at higher late than the 12 YBE that
sentenced to the better performance of students in their school daily activities.

Also based on district report via monitoring and evaluation of Burera district education leaders
DDEs and DEOs, (Burera district, 2021) indicated that learners’ performance is not sufficient
which is differ from performance contracts – Imihigo for teachers likely, coverage of learning
content (subjects) by doing through using fieldwork, explore different laboratories and
establishing some lessons experiments that aimed to make theoretical content practical ones is
less considered into schools, this categorically reduce the expected performance of learners and
violated objectives of the lessons taught to be fulfilled. Base on the explanations given by

7
teachers indicated that the issues are the insufficient time and poverty into different schools
where teaching and learning equipment are not sufficient where some schools do not have
laboratories and based on finance school leaders fail to prepare the budget for fieldworks, that
led to delay of fulfillment of district school goals based on students’ performance.

About discussion made in education day ceremony held in Cyanika Sector/ Burera district by
Governor of Northern province with school leaders and teachers which was focusing about
improving better quality in education involving rising the performance of learners at schools via
better learning course content both theoretically and practically/ by using fieldwork and different
laboratory experiment establishment , concluded that the practical learning in terms of fieldwork
and establishing scientific experiments are not regularly applied in different schools due to the
insufficient required school facilities and financial crisis required to prepare field work that
mainly become a barrier to elaborate, develop and maximize school objectives (Burera district,
2022).

It is very sensitive that this study pursues to fill this gap through finding out the required data
about the required equipment and solution to financial crisis that will be the motivation factors
of teachers and learners to their working performance where the expected findings will help me
to get clear solutions, that will elaborate education strategies to enhance effective teaching
towards maximization of education vision and mission, through putting efforts in establishing
fieldwork as a way of exploring the nature to make theories reality that will be motivation both
on students and teachers and will stimulate learners capacity of students and develop their
success at schools to enhance schools working targets( Maslow,1984). According to (Lou
Preston 2016) revealed that fieldwork is observed as integral component of the subjects that
influence the understanding of a lesson taught because it transfers the theory into the authentic
context in which different lessons including geography and history are comprehended through
explore the environment that improve students’ innovation and creativity based on gained skills
adopted from practices understandings and connections to places and people deepened. Also
inherent, in some of the descriptions above, is the significance of fieldwork in developing
emotional connections and sensory engagement with place(s) and, in the next section, I examine
these ideas further.

8
Apart from the twelve years basic education where my research is taking place through the
observation made and different discussion among my fellow teachers indicated that teachers are
not engaged to use fieldwork due to the influence of un sufficient time required for traveling t the
terrain in terms of practical study and school poverty based on un financial budget to invest in
fieldwork this is considered as un proper teaching and learning process. Michaela. (D Kennedy,
2015 indicated that students’ success are improved when the theoretical learning process is
combined by the fieldwork to discover and to make course content into reality in environment,
also fieldwork help students to relax and getting refresh their mind where observed concrete
examples on subject learnt are prepared to belong lasting reflected however improve their daily
performance in order to meet the subject goals hence fulfillment of curriculum standards.

(MINEDUC, 2019) indicated that some teachers fail to prepare field trips that can help the
learners to acquire expected knowledge on field as the evidences that can elaborate their mental
capacity, the excuse that tried to be given are the insufficient time, where the time for covering
the curricular planned is not enough to be distributed with the time for traveling on field for
research purpose and making theories real another issue is the insufficient pedagogical
document and insufficient money for transport and other related requirements for preparing a
trip. In other hand thesome discipline like geography some units are not easy to find out the
required evidences on some landform features like features produced by erosional and
depositional features by glacial in Rwanda is not easy to find.

Namugaya, et al. (2017 revealed that the teaching and learning process on use of fieldwork
provide clear support on students and careful preparation of learning activities resulted positive
experienced results of success hence elaborate students’ performance , also indicated that field
trip which established on field boost up the students daily achievement and related interest ,
however if the fieldwork hesitated to be applied by learners the teachers are facing particular
complications and associated challenges such as lack of confidence for students , un proper class
management on disturbance of learners to request for reality of learnt subjects and rise of
students demotivation. (Dr. Esokoni Solomon Nuri,2021) revealed that field trip practices
increase students and teachers’ perception scores un like whom using traditional teaching

9
strategies., it is better sensitize the participant in education domains to focus on practical
teaching and learning skills through involving field trips in daily learning strategies.

1.3 Objectives of study

1.3.1 General objective
The general objective of the study is to assess the effects of field work practices on students’
academic performance in secondary schools in Burera district.
1.3.2. Specific objectives

1. To assess the effects of physical features in fieldwork to students’ academic performance in

secondary schools at GS GITARE II

2. To assess the effects of students’ attendance for fieldwork on their academic performance in
secondary schools at GS GITARE II

3. To assess the effects of parents’ support to students’ fieldwork on their working performance
in secondary schools at GS GITARE II

1.3.3 The research questions

1. What are the effects of physical features in fieldwork to students’ academic performance?

2. To what extent the students’ attendance for fieldwork affect their academic performance?

3. To what extent the parents’ support to students’ fieldwork affect their working performance

1.4 Scope of the study

This study is only limited to be conducted in Burera district, concerning the effect of field work
practices on students’ on students’ academic performance in secondary school, GS GITARE II in
Burera district. The limitation of this geographical area is based on available budget and time
which are the main obstacles, otherwise despite the above issues the country wide might provide
more clarification of the effect of field work practices on students’ academic performance in
secondary school in all Rwanda ‘s different schools but through selected case study it is fairly
that the data are expected to be found should favor effectively to reach the research objectives .
1.5 Significance of the study
The study findings will further help to provide required information about the of field work
practices on students’ academic performance in secondary school to the government of Rwanda,

10
especially Ministry of education, to the University of KIBOGORA, in general both twelve years’
basic education like G.S GITARE II where I performed internship and other excellent schools
and a researcher himself. The findings will also help to provide the solutions for research
problem, based on finding the requirements and procedures are needed to the Ministry of
education to take care of Rwandan learners in spiting each school categories either boarding
schools and twelve years’ basic education schools in order to support effective of fieldwork
towards the fulfillments of vision and mission of Ministry of education of enhancing the
qualitative and motivated students to maximize their academic performance.

In addition, this study is Bachelor requirement (Bachelor, in geography and History with
education) which will help a researcher to have the high knowledge to be used for addressing
some issues that have never understood during studying Bachelor degree. Furthermore, findings
will help to reach the objectives of research.
1.6 Limitation of the study
Limitations are the conditions beyond the control of the researcher that may place the conclusion
of the study and their applications to the situations (Best & Kahn, 1998). About this research is
limited in Burera district concerning to investigate the effect of fieldwork practices on students’
academic performance in secondary schools there are expected challenges of finding to research
data because the facts that respondents unwilling to interact with researcher
which are the main obstacles, otherwise despite the above issues the country wide might provide
more clarification of the effect of field work practices on students’ academic performance in
secondary school in all Rwanda ‘s different schools but through selected case study it is fairly
that the data are expected to be found should favor effectively to reach the research objectives .
1.7 Significance of the study
The study findings will further help to provide required information about the of field work
practices on students’ academic performance in secondary school to the government of Rwanda,
especially Ministry of education, to the University of KIBOGORA, in general both twelve years’
basic education like G.S GITARE II where I performed internship and other excellent schools
and a researcher himself. The findings will also help to provide the solutions for research
problem, based on finding the requirements and procedures are needed to the Ministry of
education to take care of Rwandan learners in spiting each school categories either boarding
schools and twelve years’ basic education schools in order to support effective of fieldwork
11
towards the fulfillments of vision and mission of Ministry of education of enhancing the
qualitative and motivated students to maximize their academic performance.

In addition, this study is Bachelor requirement (Bachelor, in geography and History with
education) which will help a researcher to have the high knowledge to be used for addressing
some issues that have never understood during studying Bachelor degree. Furthermore, findings
will help to reach the objectives of research.
1.8 Limitation of the study
Limitations are the conditions beyond the control of the researcher that may place the conclusion
of the study and their applications to the situations (Best & Kahn, 1998). About this research is
limited in Burera district concerning to investigate the effect of fieldwork practices on students’
academic performance in secondary schools there are expected challenges of finding to research
data because the facts that respondents unwilling to interact with researcher.

12
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
2.1 Fieldwork practices and students’ academic performance
Fieldwork practices refers to the students learning strategies where the subjects learnt
theoretically are integrated into practice, conceptualizing what professionalism entails and
creating a chance to practice their professional skills in a supportive environment. Furthermore,
it helps learners to get opportunity to involve with communities’ members through different
services given. Through this activity student obtain skills, knowledge about their profession
while learning how to practice as health professionals. In this way they learn to identify the
strengths and shortfalls of their interventions, while developing a repertoire of professional
practice and clinical reasoning skill (D Naidoo,1 MOT; J van Wyk,2016).

Fieldwork is the practical study that is done outside the classroom to gather geographical
information which involves, observing, collecting, recording, presenting and interpreting the
geographical data (REB,2020). According to (Sussa. Egwu, Ebele C. Okigbo 2021) explained
fieldwork as prepared visit to out of school environments in order to observe the real world and
acquire information needed. The theoretical basis for field trip is Vygotsky's Socio-cultural
theory of learning “that learning that applied in particular environment." Fieldwork is explained
as trip to various different places to gain required data directly by seeing things physically as
they really are. This study held in different sites including in industry, nearby school farm,
national park, forest or game reserve. Field trip is a critical component of science teaching, not a
separate activity, but a direct extension of classroom instruction. Using field work is practical
activity major That where quality science subject is extending’ beyond the compound of the
classroom where learning and teaching might be taking place (Sung-Jong Cha& Kyung-Jae
Bae,2020).

13
Based in geography subject Fieldwork is paramount to environmental studies where the sub-units
on soil types and conservation methods studies are clearly attained which derive much of
understanding from the interrelationships of class theories and their environment practices
(Cherry, Freund, & Duff, 2013) . Field work is one of the most powerful appreciating
experiences for students studying geography and history which has more tasks to do with
archeology and explore the cites for different mineral resources in associated environment. This
is because; it helps learners to attain firsthand experience of real things which cannot be taught
into the classroom (Muhammad Shabbir & Muhammad Arshad,2019)

2.2 The Effect of Physical Features on Students' Fieldwork and Academic Performance
Fieldwork is an essential component of many academic disciplines, providing students with
practical experiences, hands-on learning opportunities, and a deeper understanding of the subject
matter. However, the physical features of the fieldwork environment can significantly impact
students' experiences and, consequently, their academic performance. This literature review aims
to explore and summarize existing research on the effect of various physical features in
fieldwork settings on students' academic performance.

Impact of Environmental Conditions on Academic Performance: Research by Malik, S. et al.

(2016) investigated the effects of environmental conditions, such as temperature, humidity, and
noise levels, on students' cognitive abilities during fieldwork. Findings indicated that extreme
environmental conditions negatively affected students' concentration and cognitive performance.

Accessibility and Learning Outcomes: A study by Johnson, L. et al. (2018) examined the
influence of accessibility of fieldwork locations on academic performance. It found that students
with limited access to fieldwork sites demonstrated lower academic achievement compared to
those with better access to diverse locations.

Impact of Natural vs. Urban Settings: In a comparative study by Park, J. and Lee, H. (2019), the
impact of natural versus urban fieldwork settings on students' academic performance was
explored. Results suggested that exposure to natural environments positively correlated with
improved learning outcomes and higher academic achievement.

Role of Safety and Security: Addressing the importance of safety and security in fieldwork
settings, a study by Smith, R. et al. (2020) analyzed how students' perception of safety influenced

14
their performance. The research revealed that students who felt safer during fieldwork exhibited
better focus and engagement, leading to enhanced academic performance. Impact of Facilities
and Equipment: Research conducted by Chen, W. et al. (2017) investigated the role of facilities
and equipment in fieldwork settings. The study found that well-equipped facilities positively
correlated with students' motivation, interest, and ultimately, improved academic performance.

Effect of Group Size and Dynamics: An examination by Brown, D. et al. (2019) explored the
impact of group size and dynamics during fieldwork. Results indicated that smaller group sizes
facilitated better student engagement and participation, resulting in improved academic
performance compared to larger groups. Influence of Fieldwork Duration: In a longitudinal study
by White, K. et al. (2018), the effect of fieldwork duration on students' academic performance
was investigated. The research revealed that longer fieldwork experiences positively impacted
students' subject knowledge, critical thinking, and overall academic achievement.

Physical features of fieldwork settings play a significant role in influencing students' academic
performance. Environmental conditions, accessibility, natural vs. urban settings, safety and
security, facilities, group dynamics, and fieldwork duration all contribute to shaping the learning
experiences and outcomes of students engaged in fieldwork activities. Institutions and educators
can use these insights to optimize fieldwork experiences for enhanced academic performance.

2.3 The Effect of the Number of Students to Attend Fieldwork on Their Academic Performance
Introduction: Fieldwork is a valuable pedagogical approach that complements traditional
classroom learning by providing students with practical experiences that enhance their
understanding of various subjects. One critical aspect to consider in fieldwork is the number of
students participating in the activity. The purpose of this literature review is to investigate the
relationship between the number of students attending fieldwork and its impact on their
academic performance. By examining existing studies, we aim to gain insights into how class
size in fieldwork settings may influence students' learning outcomes and overall educational
experience.

Theoretical Framework and Class Size Theory: Class size has been a subject of interest in
educational research, and its impact on academic performance has been extensively studied in
the traditional classroom setting. The concept of class size theory, as proposed by scholars like
Peter Blatchford and others (Blatchford, Bassett, & Brown, 2005), suggests that smaller class

15
sizes lead to better student engagement, individual attention, and improved academic outcomes.
In the context of fieldwork, this theory raises questions about how the number of students
participating may influence the effectiveness of the learning experience.

Individualized Attention and Participation: A study conducted by Jackson and Weiss (2016)
examined the relationship between class size during fieldwork and students' academic
performance. The research found that smaller groups provided more opportunities for
individualized attention from instructors, resulting in increased engagement and participation.
Students in smaller fieldwork groups demonstrated higher levels of active learning, which
positively impacted their comprehension and retention of subject matter.

Collaborative Learning and Peer Interaction: In contrast to the above findings, a study by Smith
et al. (2018) explored the impact of larger class sizes on collaborative learning and peer
interaction during fieldwork activities. The researchers observed that larger groups fostered
increased peer-to-peer discussions, enabling students to learn from one another's perspectives
and experiences. This collaborative learning environment positively influenced critical thinking
skills and enriched students' understanding of the subject matter.

Instructor-Student Ratio and Feedback: The ratio of instructors to students during fieldwork can
significantly influence the quality and quantity of feedback students receive. Research by
Anderson and Johnson (2017) investigated the relationship between instructor-student ratio
during fieldwork and its impact on academic performance. They discovered that smaller groups
allowed instructors to provide more personalized and detailed feedback, enabling students to
address their weaknesses effectively and improve their overall performance.

Classroom Management and Learning Experience: Classroom management plays a crucial role
in the effectiveness of fieldwork experiences. A study conducted by Chen and Lee (2019)
examined the effect of class size on classroom management during field trips. Their findings
indicated that smaller groups were easier to manage for instructors, leading to a smoother and
more focused learning experience for students. On the other hand, larger groups required more
effort in maintaining discipline and could potentially hinder the learning process.

The effect of the number of students attending fieldwork on their academic performance is a
complex and multifaceted issue. The existing literature suggests that both smaller and larger

16
class sizes in fieldwork settings have their advantages and disadvantages. Smaller groups seem to
offer better opportunities for individualized attention, enhanced engagement, and more
personalized feedback. On the other hand, larger groups promote collaborative learning,
increased peer interaction, and diverse perspectives.

As educators continue to design and implement fieldwork experiences, they should consider the
context and goals of the activity, as well as the potential impacts of class size on students'
academic performance and overall learning experience. Further research is needed to gain a
deeper understanding of this topic and to develop evidence-based strategies for optimizing the
benefits of fieldwork for students of varying group sizes.

2.4 The Effects of Parental Support on Students' Fieldwork and Academic Performance
Fieldwork is an essential component of many educational programs, providing students with
practical experiences outside the classroom to complement their theoretical learning. The
involvement and support of parents play a crucial role in shaping a student's attitude, motivation,
and overall performance in fieldwork activities. This literature review explores the existing
research on the effects of parental support on students' fieldwork experiences and its impact on
their academic performance.

About Parental Involvement and Academic Achievement, Parental involvement has been
extensively studied and proven to be a significant factor in a child's academic success. Research
by Fan and Chen (2001) suggests that parental support positively correlates with students'
academic performance. When parents actively engage with their children's education, providing
emotional support, guidance, and resources, students tend to show higher levels of motivation
and achievement.

Support in Fieldwork Activities, fieldwork offers unique learning opportunities outside the
classroom setting, allowing students to apply theoretical knowledge in real-world scenarios.
Parental support during fieldwork can take various forms, such as accompanying the child during
field trips, assisting with preparation and research, or discussing experiences afterward. A study
by Roberts et al. (2010) found that students who received substantial parental support during
fieldwork reported higher levels of confidence, enthusiasm, and curiosity.

17
Impact of Parental Support on Fieldwork Experiences, research by Jenkins and Caldwell (2014)
investigated the role of parental support in students' fieldwork experiences and found that
supportive parents contributed to enhanced learning outcomes. Students with involved parents
were more likely to actively engage in fieldwork tasks, demonstrate better problem-solving
skills, and build a deeper understanding of the subject matter.

Academic Performance and Fieldwork, the relationship between fieldwork and academic
performance has been explored by numerous researchers. Chen and Wu (2016) conducted a
longitudinal study and reported that students who participated in fieldwork supported by their
parents consistently exhibited improved academic performance across various subjects compared
to those with minimal or no parental involvement. About influence of Parental Expectations,
Parental expectations can significantly impact a student's fieldwork experiences and subsequent
academic performance. A study by Li and Ko (2018) found that parents who communicated high
expectations for their children's fieldwork achievements had a positive effect on their motivation
and dedication during the activities. Conversely, students with low parental expectations tended
to underperform and display less interest in fieldwork tasks.

About socioeconomic Factors and Support, Socioeconomic factors can also influence the extent
of parental support available to students during fieldwork. Research by Smith and Johnson
(2019) revealed that students from lower socioeconomic backgrounds often have limited access
to parental support due to various constraints. This disparity can affect their engagement and
overall academic performance in fieldwork.

Parental support plays a vital role in shaping students' experiences during fieldwork and
subsequently impacting their academic performance. Studies consistently show that involved
parents contribute to positive outcomes, fostering enthusiasm, motivation, and better problem-
solving skills in students during fieldwork activities. However, it is crucial to consider
socioeconomic disparities that might hinder parental involvement for some students. Further
research should explore effective strategies to enhance parental support for all students, ensuring
they benefit equally from fieldwork experiences and improve their academic achievements.

18
2.5 The effects of students’ fieldwork practices on their academic performance
Fieldwork is an essential component of various educational disciplines, allowing students to
apply theoretical knowledge to real-world situations. The effectiveness of fieldwork experiences
in enhancing students' working performance has been a topic of interest in educational research.
This literature review aims to examine the existing literature on the effects of students' fieldwork
practices on their working performance. It explores the benefits and challenges associated with
fieldwork experiences and how they contribute to students' professional growth.

Enhancing Practical Skills and Knowledge Acquisition: Fieldwork experiences have been found
to improve students' practical skills and knowledge acquisition. Through hands-on experiences in
real-world settings, students gain a deeper understanding of the subject matter and learn how to
apply theoretical concepts in practical scenarios (Tofade et al., 2013). Such immersion facilitates
better retention of information and promotes critical thinking, problem-solving, and adaptability
skills. Enhanced Motivation and Engagement: Fieldwork experiences often lead to increased
motivation and engagement among students. The practical relevance of fieldwork can ignite
students' passion for their chosen field of study and create a sense of purpose in their academic
pursuits (Seifert, 2016). Engaged students are more likely to perform well academically and
demonstrate higher levels of commitment to their future careers.

Development of Professional Competencies: Fieldwork experiences play a crucial role in

developing various professional competencies, including communication, teamwork, and
leadership skills. Engaging with diverse individuals and groups during fieldwork allows students
to refine their interpersonal skills, which are vital for success in the workplace (Chard, 2012).
Improved Problem-Solving Abilities: Fieldwork experiences expose students to complex and
real-life challenges, providing them with opportunities to develop their problem-solving abilities.
By confronting and resolving issues encountered during fieldwork, students become more
resourceful and capable of tackling complex problems in their future careers (Sharma et al.,
2018).

Challenges and Limitations of Fieldwork: While fieldwork experiences offer numerous benefits,
they may also present challenges and limitations. Some students might face difficulties adjusting
to real-world situations, encounter ethical dilemmas, or experience logistical issues during
fieldwork placements (Guillory, 2015). Fieldwork practices have a significant impact on

19
students' working performance by enhancing their practical skills, motivation, and professional
competencies. These experiences offer valuable opportunities for students to develop problem-
solving abilities and engage meaningfully with their chosen fields. However, it is essential to
acknowledge and address the potential challenges associated with fieldwork to optimize the
learning outcomes for students.

2.6 Empirical Literature

This theory elaborated by Brunner (1966) revealed that any lesson from different subjects have
to be taught efficiently and properly in intertextual strategy with honest where students at any
kind of level of development gain teachers must have critical knowledge about whatever to teach
and has to be intended with elaborating the minds of learners’. the theory further indicated that
learning and teaching by using fieldwork related method which is related with learning by doing
or learning by providing demonstration is clear way of constructing the experience of teachers
towards of their success.

This theory intended the use of learner hands and mental aided capacity to covers different
opportunities as to enhance the required experience provided from field study the required
success for learners in intended courses can be attained when only if the child can act it out.
Theory further indicated that only powerful way of getting students required capacity is
promoting learning by doing which is relevant applied in field work, such as, acting and man
pirating objects. Fieldwork is considered as active learning strategy in which students build new
ideas or concepts based on exploring the nature as way of upgrading students’ knowledge and
experiences. Based on this theory the education should elaborated to address the particular
issues:
 Indicate experiences that are effective in implementing the individual predisposal towards
learning through field study. This method of instruction has to elaborate curiosity,
keeping interest of students’ active learning and provide direction to forestall aimless
drifting.
 Specify experiences that are effective in implanting in the individual a predisposition
toward learning.
 Specify the way in which a body of skills is constructed to simplify information. that is
instruction should be structured to have power of simplifying the required information,

20
 Furthermore, the theory implies that learners must be provided the good strategies, sufficient and
appropriate equipment and enabling environment to equip them with realistic, concrete,
meaningful and effective knowledge and providing enough skills to help them fit in proper world
of available works provided in labor market after their graduation. Fieldwork, involvement of
laboratories are the major channels through which the students comprehend the subject contents
based on different activities and observation performed on field via which the learners’ skills are
developed, and organized sequentially to enable learners learning required skills step by step in
practical manner.
2.6. Conclusion
From literature review it is proof that might be introducing by efforts, where clear practical ways
of elaborating field study will facilitate learners to improve their learning skills based usual
observation in different sites, that makes courses content to be real either in geography and
history as the ones of environmental subjects that needed to be clarified by evidences on field.
the reason to conduct this research about impact of fieldwork in students learning performance is
to determine clearly the relevance of fieldwork in knowledge and skills development for learners
as twin linkage a bout theories and field study which indicate complementarity usage to boost up
students ‘mind levels. This study will able the researchers to add knowledge, skills and
experience to the field.
Figure 2.1. Conceptual frame work showing research variables including fieldwork
practices and students’ performance.

Independent variable Dependent variable

Students’ academic performance

Fieldwork practices
 Improved learners ‘experience
 Physical features
and deeper learning
 Students school attendances
 Help students’ engagement and
 Students parental supports
attention
 Ensure students motivation and
learning capacity building.

Intervening variables 21
 Government policies
 School management
Source: Primary data May, 2023
The table is indicating the interlink among different variables such as dependent variables and
independent variables that all about to investigate the effects of fieldwork practices on students’
academic performance. The arrows above are indicating the directions of effects from
independent variables such as physical features are directly influence students experience
through experiment done and deeper learning based on learning by doing , attendance of students
at school has directly influence on their engagement and attention in their daily learning
activities , students’ parental support has directly the great effects on their motivation and
capacity building both equipment and finance in their learning activities, all above variables have
great impact on students’ academic performance as main dependent variables.

22
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
This chapter summarize the tools and techniques that will be used to investigate the research
issues in the field. It covered the research design, population of study, sample size, sampling
procedures, sources of data, data collection methods, measurement of variables and data analysis.

3.1 Research design

The research design adopted for this study correlative study design. According to (Kothar C. R
2004), a case study is an intensive description and analysis of single individual, organization or
events based on information obtained from a variety of sources such as interviews, documents,
test results and archival records. This research design was adopted because researchers are
targeting to study different entities and compare them, GS GITARE II in depth in order to gain
insight into the larger case.

3.2 Location of the study

G. S GITARE II is one of rural twelve years’ basic education (secondary schools) in Northern
Province, Burera district, Kagogo sector. It is located around main road from Musanze Town to
Butaro sector in the freshness of Muhabura Volcano where most of the people live by
agriculture of Irish potatoes. This school has primary, ordinary level and Advanced Level where
level of fieldwork involves is still low to boost up the students’ academic performance.

3.3 study population

Kumar. R, (2011) defined population as the totality of persons or objects which a study is
concerned. In this study the population will be comprised of G.S GITARE II, students, teachers

23
and school administrators’ staffs. The Researcher has chosen this population because they realize
that students and both staffs are involved day to day teaching activities. The population of the
study are 780 students and teachers with school administrators equal to 31 it is difficult to take
all in research investigation which leads to using randomly sampling procedures .

Table 1: Total study population in GS GITARE II

NO category of study population total number

1 Students 780

Teachers and administrative staffs 31

Source: Primary data May, 2023

3.4 Sample selection

Sample selection is a set out of whole population while sample size refers to the method used in
evaluating the data collected from the specified population sample. Nevertheless, sampling is a
selection of small number of the respondents to the survey population (Kothari C.R 2004)
3.4.1 Sample size determination (piloting)
In this study purposive sampling known also judgmental sampling has been used to determine
the study participants, in which the researcher relies on his / her when choosing member of
population to participate in the study (Black, K, 2010). This technique was used because it is a
criterion based sampling and I, the researcher established the inclusion criteria. Respondents
have been included teachers, students and school administrators, they will be preferred because
they can respond to all different questions concerning the effect of fieldwork practices on
students working performance which are relevant information concerning to the study.

24
3.4.2. Sampling technics
Universal sampling is the one in which the person who is selecting the sample tries to attain data
thought it, depending on his / her option or purpose, thus being the representation subjective
(Paula, 2001). Universal sampling technique was used concerning the population of this study
which took at GS GITARE II as case study.

3.4.2 Sample size

The study cannot cover all population concerned because of time and limited budget, it is in that
way the research will be on the selected number of students and teachers of GS GITARE II.
Micheal Longnecker and R.Ott (2008) revealed that sample is any subset of measurements
selected from the population. However, the sample size of this study will be determined by
using the formula of Cochran, W.G. (1963).

n= sample size
N= total population
e= the desired margin which is equal to 0.1

Then for students n = 89

And for teaching staff n

Therefore, the sample size for students will be 89 respondents from the population of teachers at
G.S GITARE II and the sample size for teaching will be 24 respondents from the population of
teachers at G.S GITARE II and the total is 113 respondents

3.4.3. Sampling Techniques

Universal sampling is the one in which the person who is selecting the sample tries to capture
data thought it, depending on his/her opinion or purpose, thus being the representation subjective
(Paula, 2001). Universal sampling technique was used concerning the population of this study
which took G.S GITARE II as case study.

Table 2: Number of the respondents

Respondents Male Female Total Sampling Technique

25
Students 45 44 89 Simple Random

Teachers 12 12 24 Simple Random

Source: Primary data May, 2023

3.5 DATA COLLECTIONS INSTRUMENTS

This research held the different instruments which used in data collection such as questionnaires,
Interview and observation. The purpose of those instruments in the research is to help to collect
the important information about the targeted population (Mugenda, 2011)

3.5.1. Questionnaires
Questionnaire is a set of logical or written questions with the purpose of gathering information
for survey or statistical study, where questionnaire has two parts which can be used in data
collection: those are open and ended questions which have been designed containing short,
simple and straight forward questions requiring short answers.

These questions will be distributed among learners and parents, the respondents have freedom to
fill the questionnaires without the intervention of researcher, it helped in collecting the different
information about the Impact of annual assessment on students’ performance.

3.5.2. Interview
Interview is a conversation between two or more people, where interviewer asked questions to
the interviewee. This is helpful in obtaining deeply views of Administration and teachers related
to the issue. Interview involves face to face discussions between the research and respondents
therefore it gives a researcher an opportunity to penetrate further and keep the responses on the
issue of interest. This method is a complement to the questionnaires because it helps to collect
the information that questionnaire cannot collect.

3.5.3. Observation
Observation is a way of gathering information by observing, watching behaviors, events or
noting physical characteristics in the natural settings. Observation has a great important role in
data collection because it is used frequently in the time of teaching, assessing and giving learners
work in their daily school activities.

26
All the above instruments help us to collect information that favored us to set out the solutions to
deal with the problem.

3.6. Validity and Reliability

(Hamed Taherdoost,2016) indicated that reliability is a measure of the ability to test results,
where research findings are being repeatable. (R. Heale, 2015) argued that is the extent to which
a research instruments consistently have the same results if it is used in the same situation on
repeated occasion.

Reliability and validity in research study are essential component in the critical of research as
to help decision making whether to implement study findings into directed research approval.

3.7. Limitation
The limitations resulting from this study include the unwillingness of the respondents to
voluntarily provide needed information. In order to increase willingness of respondents, the aim
and importance of the research will be explained, and questions will be comprehensible. This
study also will have the limit of financial means so as to get all information concerning the study
through respondents.

3.8 Ethical consideration

The process of the study also considered ethical issues regarding to the research problems
identification to the spreading to widely of findings (Sekaran, 2003). The researcher considered
ethical issues related to anonymity, privacy, vulnerable group, and confidentiality. This have
been very helpful to the researcher to obtain all information concerning to the study without
harming any respondents. Also he quoted texts were also acknowledged by researcher for
avoiding plagiarism. The university of Kibogora provided the authorization letter which will be
presented to the respondents for permission and consent. All primary data will be treated purely
as academically and confidential to ensure the good results on effects of fieldwork practices on
students’ academic performance.

27
CHAPTER FOUR ANALYSIS AND DISCUSSION OF MAIN FINDINGS
4.1 Introduction
This chapter includes the presentation, interpretation, and the analysis of the primary data in line
of Effects of fieldwork practices on students’ academic performance. the data collected by using
questionnaires given to different respondents, interviews guide and direct observation by the
researcher about how communication is used as tool of understanding fieldwork affects academic
performance. The primary data collected were linked with the secondary data from different
authors documents and school organizations archives in order to get the real situation of how
fieldwork practices influence learners academic performance in secondary schools.
4.2 Socio-demographic profile of respondents at GS GITARE II
4.2.1 Gender respondent analysis in G.S GITAREII
Table 3: Gender respondents

Gender of respondent
Frequency Percent Valid Percent Cumulative Percent
Male 56 49.6 50.0 50.0
Valid Female 56 49.6 50.0 100.0
Total 112 99.1 100.0
Missing System 1 .9
Total 113 100.0
Source: Primary data, May, 2022

The surveyed population in G.S GITAREII was 113 categorized by 56 males representing 49.6
percent and 56 female representing 49.6 percent. By referring to the information of gender
respondents in table 3, is clear that in these schools about gender both men and women are
affected by the any schools’ fieldwork practices that affect their academic performance.

28
4.2.2 Age respondent analysis
Table 4: Age of respondent

Frequency Percent Valid Cumulative

Percent Percent
Below 20
37 32.7 32.7 32.7
years
20-25 Years
41 36.3 36.3 69.0
Valid old
25-30 years 15 13.3 13.3 82.3
31-45 years 20 17.7 17.7 100.0
Total 113 100.0 100.0
Figure 1

Based on the information of age of respondents in table 4, in GS GITARE II 37 out of 113

school despondence 37 respondents are between below 20 years and representing 32.7% as
indicated by above table and chart, 41 respondents are between 20-25 years old and representing
36.3 %, 15 respondents are between 25-30 years representing 13.3% and 20 respondents are
between 31-45 years representing 17.7% , members are mature enough to provide the
information required about the influence of fieldwork practices on students’ academic
performance
4.2.3 Marital status of respondent analysis
Figure 2: Marriage conditions

Frequency Percent Valid Cumulative

Percent Percent
Valid Single 88 77.9 77.9 77.9
Married 23 20.4 20.4 98.2

29
 widowed 2 1.8 1.8 100.0
Total 113 100.0 100.0
Figure 3

source: primary data, May 2023

From the information given in table5, both schools composed by 113 respondents show that 88
out of 113 respondents out were single corresponding with 77.9% while 23 respondents out of
113 are Married corresponding with 20.4 % while 2 out 113 are widowed corresponding with
1.8% means that the respondents are mature to provide reality on required information on effects
of fieldwork on students’ academic performance.
4.2. 4 Type of school of respondent analysis

Table 5: category of school

Frequency Percent Valid Cumulative

Percent Percent
Government aided
Valid 113 100.0 100.0 100.0
school
Figure 4
Source: primary data, May 2023

This implies that GS GITARE II is government aided school means that G.S GITAREII is for
Protestants as owner of school which implies that the school owner can play great role to
sponsor the learners in fieldwork practices in order to promote their working performance.

30
4.2.4 Level of education to respondents ‘analysis

Table 6: education level

Frequen Percent Valid Cumulative

cy Percent Percent
O’level from S1-S3 42 37.2 37.2 37.2
S4 14 12.4 12.4 49.6
S5 16 14.2 14.2 63.7
S6 15 13.3 13.3 77.0
Valid
A2 3 2.7 2.7 79.6
A1 12 10.6 10.6 90.3
A0 11 9.7 9.7 100.0
Total 113 100.0 100.0

Source: primary data, May ,2023

From the information provided in above table 7 about 113 respondents in GS GITARE II 42 out
of 113 respondents study in O’ level corresponding to 37.2% , while 14 out of 113 respondents
study in S4 corresponding with 12.4.9 % , 16 out of 113respondents study in S5 representing
14.2% , 15 respondents study in S6 corresponding with 13.3%, 3 out of 113 have A2
corresponding with 2.7% , 12 out of113 have A1 corresponding with 10.6% , while
11respondents out of 113 have bachelor degree corresponding with 9.7 %, based on given

31
information in above table shows that the schools have all categories of respondents
educational levels that signify that they enjoy different fieldwork practices of the school .
4.2.5 Working experience of respondent analysis

Table 7: working experience

Frequency Percent Valid Cumulative

Percent Percent
Below one
89 78.8 78.8 78.8
year
1-2 years 11 9.7 9.7 88.5
Valid 3-4 years 7 6.2 6.2 94.7
5-6 Years 4 3.5 3.5 98.2
Over 6 years 2 1.8 1.8 100.0
Total 113 100.0 100.0

Source: primary data, May , (2023)

From the information the information in table 8, in GS GITARE II 89 respondents out of 113
are below 1year means that are the students with no experience corresponding with 78.8%
while 11 respondents out of 113 are between 1-2 years corresponding with 9.7% 7 respondents
out of 113 have between3-4 years of working experience, corresponding with 6.2%, 4
respondents out of 113 are between 5-6 years of working experience corresponding with 3.5%,
and 2 respondents out of 113 have over 6 years corresponding with 1.8% , this implies that the
schools in which data have been corrected the respondents are experienced that help researcher
to obtain the real information matching with research objectives
4.5 Presentation of findings

32
This part is aiming to provide the description of different variables as aims of finding out the
answers of different research questions like: To assess the effects of physical features in
fieldwork to students’ academic performance in secondary schools at GS BGITERE II , To
assess the effects of students’ attendance for fieldwork on their academic performance in
secondary schools at GS BGITERE II To assess the effects of parents’ support to students’
fieldwork on their working performance in secondary schools at GS BGITERE II . This part
comprises descriptive statistics of each object and its respective answers that the respondents
answered during the research.

4.5.1 Descriptive statistics for the involved variable

Table9: descriptive of effects of physical features in fieldwork to the students’ academic
performance in secondary schools at GS BGITERE II
Table 8: Descriptive Statistics

N Minimum Maximum Mean Std.

Deviation
112 1.00 2.00 1.5000 .50225
The climate condition in Rwanda is
113 1.00 5.00 4.4956 1.30332
conducive to favor students field trip
Nearby school there is fieldwork required site
113 1.00 5.00 4.4602 1.34321
related to lesson expected to be lernt
the safety and security are available in nature
113 1.00 5.00 4.4602 1.34321
to favor fieldwork practices
the fieldwork site is enough to hold available
113 1.00 5.00 4.4956 1.30332
learners during learning process
School has require facilities like cars and
113 1.00 5.00 4.4956 1.30332
telescopes , to favor learners fieldwork
the time to afford fieldwork is matching
113 1.00 5.00 4.4602 1.34321
with academic time table
Nature is secured from disease to favor
113 1.00 5.00 4.4602 1.34321
learners to afford fieldwork

33
Seasonal time is conducive to favor learners
113 1.00 4.00 1.0885 .49204
health during fieldwork
Nature has limited noise to hinder attention
113 1.00 4.00 1.1062 .55682
and engagement of learners during fieldwork
Hazards in field site are limited to allow
113 1.00 4.00 1.1062 .55682
learners travel during fieldwork
Valid N (listwise) 112

Note: Strongly agree= [1] = Very high mean; Agree= [1-2] = undecided = [2-3] = Moderate
mean, disagree = [3-4] =Low mean; and Strongly Disagree= [4-5] = Very low mean
The results from the table8, indicated that majority of respondents strongly agree that the
following physical features in fieldwork practices affect students’ academic performance
which are namely, The climate condition in Rwanda is conducive to favor students field trip
(Mean= 1.5000 and STD=.50225), Nearby school there is fieldwork required site related to
lesson expected to be lernt (Mean= 4.4956 and STD= .1.30332), the safety and security are
available in nature to favor fieldwork practices (Mean= 4.4602 and STD= .1.34321) , the
fieldwork site is enough to hold available learners during learning process ( Mean= 4.4602
STD =.1.34321 ), School has require facilities like cars and telescopes , to favor learners
fieldwork (Mean= 4.4887 STD= .67585 ), the time to afford fieldwork is matching with
academic time table( Mean=4.4887 STD= .67585 ), Nature is secured from disease to favor
learners to afford fieldwork ( Mean= 4.4887and STD= .67585 ), Seasonal time is conducive to
favor learners health during fieldwork (Mean= 4.887 STD= .67585 Nature has limited noise to
hinder attention and engagement of learners during fieldwork (Mean=4.4887 and
STD= .67585 ) Hazards in field site are limited to allow learners travel during fieldwork
(Mean= 1.1062 and STD=.55682).
About my observation the school had the compound that holding the required environment that
can help learners to afford fieldwork in this school. About documentation, the archives
indicated that the learners who usual afford learning in nature means out of the class get
sufficient skill, and knowledge more than those who usually the classroom to learn

34
Table 9: descriptive statistics of the effects of students’ attendance for fieldwork on their
academic performance in secondary schools at GS GITAREII

N Minimum Maximum Mean Std.

Deviation
Number of students in class is low to help
their attention and in field work performed 113 1.00 4.00 1.1062 .55682
practices
The students are n less number to favor their
113 1.00 4.00 1.1062 .55682
travel towards prepared site in fieldwork
It is easy to facilitate the learners into their
113 1.00 4.00 1.1062 .55682
respective groups during fieldwork practices
Individual attention and participation is
effectively enhanced based o number of 113 1.00 4.00 1.1062 .55682
learners attended fieldwork
Collaboration of learners and interaction is
enhanced based on number of available 113 1.00 4.00 1.1062 .55682
students in fieldwork
Instructor- student ratio and feedback is
accurate and effectively enhanced during 113 1.00 5.00 1.1239 .65646
fieldtrip
The school number of students are easily to
113 1.00 5.00 1.1239 .65646
be financially supported to attend field work

35
The class size during fieldwork is effectively
managed by teacher based on number of 113 1.00 5.00 1.1239 .65646
attended students
The students available in fieldwork are all
113 1.00 5.00 1.1239 .65646
focused and interested with subject taught
Deep explanation and self -care in provided
113 1.00 5.00 1.1239 .65646
to available learners in fieldwork
Valid N (listwise) 113

Note: Strongly agree= [1] = Very high mean; Agree= [1-2]= High mean; undecided= [2-
3]=Moderate mean, Disagree=[3-4] =Low mean; and Strongly Disagree=[4-5]= Very low
mean
The results from the table10, indicated that majority of respondents strongly agree that the
following students’ attendance for fieldwork affect their academic performance in
secondary schools at GS BGITERE II which are namely, Number of students in class is low
to help their attention and in field work performed practices (Mean=1.1062and STD= .55682),
The students are n less number to favor their travel towards prepared site in fieldwork
(Mean=1.1062and STD=.55682.), It is easy to facilitate the learners into their respective
groups during fieldwork practices (Mean=1.1062and STD=..55682 ), Individual attention and
participation is effectively enhanced based o number of learners attended fieldwork
(Mean=1.1062and STD=.55682) , Collaboration of learners and interaction is enhanced based
on number of available students in fieldwork (Mean=4.4333and STD=.78905) , Instructor-
student ratio and feedback is accurate and effectively enhanced during fieldtrip (Mean=4.5000
and STD=.65094), The school number of students are easily to be financially supported to
attend field work, (Mean=4.5000 and STD=.65094) The class size during fieldwork is
effectively managed by teacher based on number of attended students (Mean=4.5000 and
STD=.65094) The students available in fieldwork are all focused and interested with subject
taught (Mean=1.1239and STD=.65646) Deep explanation and self -care in provided to
available learners in fieldwork (Mean=1.1239 and STD=.65646.).
The findings from interviewee who was Head teacher examined the effect of class size on
classroom management during field trips. Their findings indicated that smaller groups were

36
easier to manage for instructors, leading to a smoother and more focused learning experience for
students. On the other hand, larger groups required more effort in maintaining discipline and
could potentially hinder the learning process. a study by Smith et al. (2018) explored the impact
of larger class sizes on collaborative learning and peer interaction during fieldwork activities.
The researchers observed that larger groups fostered increased peer-to-peer discussions, enabling
students to learn from one another's perspectives and experiences. This collaborative learning
environment positively influenced critical thinking skills and enriched students' understanding of
the subject matter.

Table 10: Descriptive statistics on Effects of Parental Support on Students' Fieldwork and
Academic Performance in secondary school at GS GITARE II

N Minimum Maximum Mean Std.

Deviation
The students during fieldwork are
accompanied with their parents and get their 113 1.00 5.00 1.1239 .65646
assistance both in preparation and research
Parents demonstrate better problem-solving
skills and built deeper understanding of their 113 1.00 5.00 1.1239 .65646
students during fieldwork
The students receive enough money from their
113 1.00 5.00 1.1239 .65646
parents to support their fieldwork
Parents communicate high expectations to
their learners that motivate them to attend 113 1.00 5.00 1.1239 .65646
fieldwork
Parents are sharing experience on practical
113 1.00 5.00 1.1239 .65646
skills gained from field work to their learners
The students are providing enough required
113 2.00 5.00 4.9735 .28222
equipment required to support fieldwork acts

37
Parents explore early the site of fieldwork and
foremost direct and support their learners
113 1.00 4.00 1.1062 .55682
where there is required information relating to
what they learn at school
Parents educate and provide emotionally
support and guide them to ensure quality 113 1.00 5.00 1.1239 .62867
conduct during fieldwork
The learners are helped by their parents to
keep in mind about skills got from fieldwork 113 1.00 5.00 1.6903 1.23981
either through revising guidance
Parents prompt their learners curiosity to
113 1.00 5.00 1.6903 1.23981
attend the school fieldwork
Valid N (listwise) 113

Note: Strongly agree= [1] = Very high mean; Agree= [1-2] = High mean; undecided = [2-3] =
Moderate mean, disagree = [3-4] =Low mean; and Strongly Disagree= [4-5] = Very low mean
The students during fieldwork are accompanied with their parents and get their assistance both
in preparation and research (Mean= 1.1239 and STD=..65646 ), Parents demonstrate better
problem-solving skills and built deeper understanding of their students during fieldwork
(Mean= 1.1239
and STD= .65646), The students receive enough money from their parents to support their
fieldwork (Mean= 1.1239 and STD=.65646 Parents communicate high expectations to their
learners that motivate them to attend fieldwork ( Mean4.4667 and STD = .67565), Parents
communicate high expectations to their learners that motivate them to attend fieldwork. (Mean=
4.4667 and STD=.67565, Parents are sharing experience on practical skills gained from field
work to their learners (Mean=4.4667 and STD=.67565), The students are providing enough
required equipment required to support fieldwork acts ( Mean= 4.4667 And STD=.551075 ),
Parents explore early the site of fieldwork and foremost direct and support their learners where
there is required information relating to what they learn at school (Mean=4.4667 And
STD=.67565) Parents educate and provide emotionally support and guide them to ensure quality
conduct during fieldwork (Mean=1.6903 and STD=.123981) , Parents prompt their learners

38
 curiosity to attend the school fieldwork (Mean= 1.6903and STD=.1.23981). The study indicated
that the respondents strongly agree that the parents have great role in improving students’
performance through fieldwork . About influence of Parental Expectations, Parental
expectations can significantly impact a student's fieldwork experiences and subsequent academic
performance. A study by Li and Ko (2018) found that parents who communicated high
expectations for their children's fieldwork achievements had a positive effect on their motivation
and dedication during the activities. Conversely, students with low parental expectations tended
to underperform and display less interest in fieldwork tasks.

Table 11: Descriptive statistics on effects of students’ fieldwork practices on their academic
performance in secondary school at GS GITAREII

N Minimum Maximum Mean Std.

Deviation
The use of field work is likely to result into
113 1.00 5.00 1.7965 1.35725
improved performance
The use of field work is likely to motivate learners
113 1.00 5.00 1.8319 1.37518
to succeed hence increase their performance
The use of field work is likely to improve on
relation with the community then ensure learners 113 1.00 5.00 1.8142 1.37937
skills and experience
There is active exchange of ideas and activities
among learners in case of field work hence high 113 1.00 5.00 1.8142 1.37937
students performance
Fieldwork encourage teachers to get relevant
example in teaching practices hence rise students’ 113 1.00 5.00 1.8319 1.37518
performance

39
Submit history and Geography essay on a topical
matter based on the information gathered through 113 1.00 5.00 1.7965 1.35725
fieldwork ensure academic performance
Find examples or answers to previous assignment
using field information gathered determine 113 1.00 5.00 1.8850 1.39995
students’ academic performance
Make lesson notes from field information gathered
113 1.00 5.00 2.9292 1.81618
ensure students’ performance
Fieldwork help Collaboratively work on a
Geography project within the school community 113 1.00 5.00 1.7699 1.28875
hence students’ academic performance
The use of field work is likely to motivate learners
113 1.00 5.00 3.6018 1.68258
hence their academic performance
Valid N (listwise) 113

Note: Strongly agree= [1] = Very high mean; Agree= [1-2] = High mean; Undecided = [2-3] =
Moderate mean, disagree = [3-4] =Low mean; and Strongly Disagree= [4-5] = Very low mean
The use of field work is likely to result into improved performance (Mean =1.7965 and
STD=1.35725) The use of field work is likely to motivate learners to succeed hence increase
their performance (Mean=1.8319and STD=1.37518) The use of field work is likely to improve
on relation with the community then ensure learners skills and experience (Mean=1.8142 and
STD=1.37937) There is active exchange of ideas and activities among learners in case of field
work hence high students performance (Mean =4.4667 and STD=4.4667), Fieldwork
encourage teachers to get relevant example in teaching practices hence rise students’
performance (Mean = 4.4667 and STD=4.4667), Submit history and Geography essay on a
topical matter based on the information gathered through fieldwork ensure academic. (Mean =
4.4667 and STD =4.4667), Find examples or answers to previous assignment using field
information gathered determine students’ academic (Mean 4.4667 and STD=4.4667) Make
lesson notes from field information gathered ensure students’ performance (Mean = 4.4667 and
STD=4.4667) Fieldwork help Collaboratively work on a Geography project within the school

40
community hence students’ academic performance.(Mean=1.7699 and STD =1.28875), The
use of field work is likely to motivate learners hence their academic performance (Mean 3.6018
= and STD =1.68258)
The findings from interviewee who was deputy Head teacher in charge of studies indicated
that in last four years’ learners’ academic performance increase based on involvement of field
trips done during teaching and learning process as the results of good working environment,
enough learning and teaching materials. The practical relevance of fieldwork can ignite
students' passion for their chosen field of study and create a sense of purpose in their academic
pursuits (Seifert, 2016). Engaged students are more likely to perform well academically and
demonstrate higher levels of commitment to their future careers.
4.5.2 Regression analysis of involved variables
while analyzing the effects of teachers’ motivation on their working performance the researcher
use regression analysis to reach the facts
4.5.2.1 Regression analysis on effects physical features in fieldwork to the students’ academic
performance in secondary schools
Table 12: Model Summary

Model R R Square Adjusted R Std. Error of

Square the Estimate
1 .871a .002 -.007 1.17120
a. Predictors: (Constant), PF

The table 12 indicated that 87.4% of the variation in dependent variables (students ‘academic
performance) can be explained by availability of physical features and the remaining percentage
can be attributed to others variables which are not mentioned in this model.

The table 12 indicated that there are positive significance effects of physical features on students’
academic performance in Rwandan government secondary schools. This indicating that null
hypothesis is rejected while alternative hypothesis is accepted, hence their significance
relationship between physical features in fieldwork and students’ academic performance in
Rwandan government aided schools.

41
Table 13: Analysis of variance on physical features in fieldwork on students’ academic
performance

ANOVAa
Model Sum of df Mean Square F Sig.
Squares
Regression .295 1 .295 .215 .644b
1 Residual 152.260 111 1.372
Total 152.554 112
a. Dependent Variable: F.S.P
b. Predictors: (Constant), PF

The table 14 indicated that there are positive significance effects of physical features in
fieldwork on students’ academic performance in Rwandan government twelve years’ basic
education schools. This indicating that null hypothesis is rejected while alternative hypothesis is
accepted, hence their significance relationship between physical features and students ‘academic
performance in Rwandan government aided schools.

Table 14: coefficient of physical features in fieldwork on students’ academic performance

Coefficients
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 2.311 .453 5.102 .000
1
PF -.059 .127 -.044 -.463 .644
a. Dependent Variable: F.S.P

42
The study concluded that there is positive significance effects of the physical features in
fieldwork on students ‘ academic performance in government aided schools. The table 15
indicated that one unit of change of physical features in negative manner decrease students’
academic performance by .644
4.5.2.2. Regression analysis on the effects of number of students in fieldwork (class size) to the
students’ academic performance the teachers ‘performance

Table 15: Analysis Model Summary on effects of number of students in fieldwork (class size) to
the students’ academic performance

Model R R Square Adjusted R Std. Error of

Square the Estimate
1 .826a .100 .092 1.11233
a. Predictors: (Constant), S.A

The results in the table 16 indicated that 100% of the variation in dependent variables (students’
academic performance) can be explained by the students attendance (class size) and the
remaining percentage can be attributed to other variables which are not mentioned this model.
Table 16: Analysis of variance number of students in fieldwork (class size) to the students’
academic performance

ANOVAa
Model Sum of df Mean Square F Sig.
Squares
Regression 15.216 1 15.216 12.298 .001b
1 Residual 137.338 111 1.237
Total 152.554 112
a. Dependent Variable: F.S.P
b. Predictors: (Constant), S.A

43
The analysis of variance in the table 16 indicated that there is positive significance effect on
students’ academic performance. This means that hypothesis is rejected while alternative
hypothesis is accepted (there is relationship between class size and students’ academic’
performance in Rwandan schools both boarding and twelve years’ basic education schools
Table 17: Regression coefficient on students attendance (class size ) on students’ academic
performance

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 1.299 .253 5.137 .000
1
S.A .724 .207 .316 3.507 .001
a. Dependent Variable: F.S.P

As the study indicated that there is positive significance effects of students attendance (class
size) on students ‘academic performance in Rwandan in twelve years basic education. This
implies that one-unit positive change of class size decrease students’ academic performance
by .207
4.5.2.3 Regression analysis on teachers’ competences on their working performance

Table 18: Model summary of Parental Support on Students' Fieldwork and Academic
Performance

Model Summary
Model R R Square Adjusted R Std. Error of
Square the Estimate
1 .611a .774 .368 .92784
a. Predictors: (Constant), P.S

44
The table 18: indicated that 61.5% variation in dependent variable (students’ academic
performance) can be explained by parental support and remaining percentage can be attributed to
other variables which are not explained in this model.
Table 19: Analysis of variance of parental support in fieldwork on students’ academic
performance

ANOVAa
Model Sum of df Mean Square F Sig.
Squares
Regression 56.995 1 56.995 66.205 .000b
1 Residual 95.559 111 .861
Total 152.554 112
a. Dependent Variable: F.S.P
b. Predictors: (Constant), P.S

The table 19 indicated that there is significance relationship between students’ academic
performance in Rwandan government aided schools. This implies that null hypothesis is rejected
while alternative hypothesis is accepted. Here there is significance relationship between parental
support in fieldwork on teachers working performance in Rwandan government aided schools.

Table 20: coefficient of parental support on students’ academic performance

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients

45
 B Std. Error Beta
(Constant) .031 .270 .113 .910
1
P.S 1.282 .158 .611 8.137 .000
a. Dependent Variable: F.S.P

The table 22 indicated that there are positive effects between parental support on students’
academic performance. This implies that one unit of negative change in independent variables
(parental support) decrease dependent variable (students’ academic performance) by .158

4.5.2.4 Regression analysis on both physical features, class size (students class attendance) and
parental support on students’ academic performance

Table 21: Model summary of physical features, students class attendance (class size ) and
parental support

Model R R Square Adjusted R Std. Error of

Square the Estimate
1 .709a .503 .489 .83394
a. Predictors: (Constant), P.S, PF, S.A

The table 21: indicated that 70.9% variation in dependent variable (students’ academic
performance) can be explained by physical features, students class attendance (class size) and
parental support and remaining percentage can be attributed to other variables which are not
explained in this model.
Table 22: Analysis of variance of physical features, students class attendance (class size) and
parental support on students’ academic performance

ANOVAa

46
Model Sum of df Mean Square F Sig.
Squares
Regression 76.750 3 25.583 36.787 .000b
1 Residual 75.804 109 .695
Total 152.554 112
a. Dependent Variable: F.S.P
b. Predictors: (Constant), P.S, PF, S.A

The table 22 indicated that there is significance relationship between physical features, students
class attendance (class size) and parental support and students’ academic performance in
Rwandan government aided schools.This implies that null hypothesis is rejected while
alternative hypothesis is accepted .Here there is significance relationship between physical
features, students class attendance (class size) and parental support on students’ academic
performance. This implies that one unit of change in independent variables (physical features,
students class attendance (class size) and parental) decrease dependent variable
(students‘academic performance ) by152.554
Table 23: coefficient of physical features, students class attendance (class size) and parental
support on students’ academic performance
Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) -.144 .408 -.353 .725
PF -.005 .090 -.003 -.051 .960
1
S.A -1.512 .284 -.659 -5.327 .000
P.S 2.439 .260 1.163 9.393 .000
a. Dependent Variable: F.S.P

47
CHAPTER FIVE: SAMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter comprises summary of research objectives and research question, research
methodology which was used by the researcher while conducting this study it also contains
research site and finally, the, summary, conclusion, recommendation and suggestion for further
study . This study had specific objectives such to assess the effects of physical features in
fieldwork to students’ academic performance in secondary schools at GS GITARE II to assess
the effects of students’ attendance for fieldwork on their academic performance in secondary
schools at GS GITARE II, to assess the effects of parents’ support to students’ fieldwork on their
working performance in secondary schools at GS GITARE II . All of these objectives described
above their summary are explained below

5.1 summary of findings

The findings from the objective number one which called to assess the effects of physical
features in fieldwork to students’ academic performance in secondary schools at GS GITARE II.
As in G.S GITARE II results indicated that there are positive and significance effects of physical

48
features in fieldwork on students’ academic performance in government aided schools.
(R=0.871) and P value (0.00) This implies that physical features are availability nearby school to
be used in fieldwork that help improve students’ academic performance as to fulfill the objective
one Means that null of hypothesis was rejected and alternative hypothesis were accepted this is
similar to the An examination by Brown, D. et al. (2019) explored the impact of group size and
dynamics during fieldwork. Results indicated that smaller group sizes facilitated better student
engagement and participation, resulting in improved academic performance compared to larger
groups. Influence of Fieldwork Duration: In a longitudinal study by White, K. et al. (2018), the
effect of fieldwork duration on students' academic performance was investigated. The research
revealed that longer fieldwork experiences positively impacted students' subject knowledge,
critical thinking, and overall academic achievement.
The findings from the objective number two which called to assess the effects of students’
attendance for fieldwork on their academic performance in secondary schools at GS GITARE II
as government aided school, the study concluded that there is positive and significant effect of
motivator factors on teachers working performance in Rwandan government aided schools.
(R=.782) and P value (0.00) , that bring positive results to answer the research question two
relating to how learners attendance influence students’ academic performance. This means that
learners’ attendance affects their working performance, this findings have similarity of the
research made by Jackson and Weiss (2016) examined the relationship between class size during
fieldwork and students' academic performance. The research found that smaller groups provided
more opportunities for individualized attention from instructors, resulting in increased
engagement and participation. Students in smaller fieldwork groups demonstrated higher levels
of active learning, which positively impacted their comprehension and retention of subject
matter.

The findings from the objective number three which called to. To assess the effects of parents’
support to students’ fieldwork on their working performance in secondary schools at GS
GITARE II. Especially in GS GITAREII as government aided schools. The study concluded that
there are positive and significant effects of teachers’ competences in Rwandan government
aided schools. (R=.612) and P value (0.00) as indicated that there are significant effects of
parents’ support o students’ academic performance, where teachers are competent at work and

49
with help of parents encourage learners to learn through fieldwork that improve development of
school to fulfill the school objectives. this indicating that low level of parents’ support to
students’ fieldwork decrease the level of students’ academic performance that provide real
information on how parents supports are required to boost up learners’ academic performance.

This means that parents support affect learners’ academic performance, these findings have
similarity of the research made by Chen and Wu (2016) conducted a longitudinal study and
reported that students who participated in fieldwork supported by their parents consistently
exhibited improved academic performance across various subjects compared to those with
minimal or no parental involvement. About influence of Parental Expectations, Parental
expectations can significantly impact a student's fieldwork experiences and subsequent academic
performance. A study by Li and Ko (2018) found that parents who communicated high
expectations for their children's fieldwork achievements had a positive effect on their motivation
and dedication during the activities. Conversely, students with low parental expectations tended
to underperform and display less interest in fieldwork tasks.

5.2 Conclusion
Physical features of fieldwork settings play a significant role in influencing students' academic
performance. Environmental conditions, accessibility, natural vs. urban settings, safety and
security, facilities, group dynamics, and fieldwork duration all contribute to shaping the learning
experiences and outcomes of students engaged in fieldwork activities. Institutions and educators
can use these insights to optimize fieldwork experiences for enhanced academic performance.
However, it is crucial to consider socioeconomic disparities that might hinder parental
involvement for some students. Further research should explore effective strategies to enhance
parental support for all students, ensuring they benefit equally from fieldwork experiences and
improve their academic achievements
5.3 Recommendation
As this study is academic and also have revealed many important findings in academic field ,
government and partners of education system were recommended to provide required support
in order to maintain available features and increase the campaigns to students’ parents in order
to elaborate the interdependent with school staff in terms of providing the requirement for

50
establishing fieldwork at school , this will help learners to be motivated in teaching and learning
process hence increase academic performance

51
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Chard, M. (2012). Developing professional skills through fieldwork. Higher Education Research
& Development, 31(3), 355-367.

Guillory, R. M. (2015). Challenges in fieldwork education: A qualitative exploration. Journal of

Occupational Therapy Education, 1(3), 1-11.

Sharma, N., Lorentz, E., & Beilin, R. (2018). The impact of field experiences on preservice
teachers' problem-solving abilities. Journal of Experiential Education, 41(4), 346-361.

53
APPENDICES
APPENDIX A: LEARNERS ‘S QUESTIONNAIRE

Part A: Background Information

Please fill in the information required below

A1: Your school……………………………………………….

A1 Gender of respondent

Male Female

A2 Age of respondent

Below 20 years 20-25 Years old 25-30 years 31-45 years

A3. Marriage conditions

a. Single Married Widowed

A5: The category of your school, tick (√) appropriately

a. Government aided school

b.Private school

c. Public school

A6. Level of education

O’level S4 S5 S6 Others
from S1-
S3

54
 Part B: effects of physical features in fieldwork to students’ academic performance.

B1. For each of the following statements about effects physical features in fieldwork to
students’ academic performance please indicate (by ticking) the extent to which you
agree them using the following scale (1= Strongly agree, 2= Agree, 3= Undecided, 4=
Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

1. The climate condition in Rwanda is conducive to favor students field trip

2. Nearby school there is fieldwork required site related to lesson expected to be

lernt

3. the safety and security are available in nature to favor fieldwork practices

4. the fieldwork site is enough to hold available learners during learning process

5. School has require facilities like cars and telescopes , to favor learners
fieldwork

6. the time to afford fieldwork is matching with academic time table

7. Nature is secured from disease to favor learners to afford fieldwork

8. Seasonal time is conducive to favor learners health during fieldwork

9. Nature has limited noise to hinder attention and engagement of learners during
fieldwork

10. Hazards in field site are limited to allow learners travel during fieldwork

Part C: the effects of students’ attendance for fieldwork on their academic performance.

55
 c1. For each of the following statements about effects of students’ attendance for fieldwork
on their academic performance in secondary school, please indicate (by ticking ) the extent
to which you agree them using the following scale (1= Strongly agree, 2= Agree, 3=
Undecided, 4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

Number of students in class is low to help their attention and in field work performed
practices

The students are n less number to favor their travel towards prepared site in fieldwork

It is easy to facilitate the learners into their respective groups during fieldwork
practices

Individual attention and participation is effectively enhanced based o number of

learners attended fieldwork
Collaboration of learners and interaction is enhanced based on number of available
students in fieldwork

Instructor- student ratio and feedback is accurate and effectively enhanced during
fieldtrip
The school number of students are easily to be financially supported to attend field
work

The class size during fieldwork is effectively managed by teacher based on number
of attended students

The students available in fieldwork are all focused and interested with subject taught

Deep explanation and self -care in provided to available learners in fieldwork

Part D: effects of parents’ support to students’ fieldwork on their working performance

56
 For each of the following statements about effects of parents’ support to students’
fieldwork on their working performance in secondary schools, please indicate (by
ticking) the extent to which you agree them using the following scale (1= Strongly
agree, 2= Agree, 3= Undecided,4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

1.The students during fieldwork are accompanied with their parents and get their
assistance both in preparation and research

Parents demonstrate better problem-solving skills and built deeper understanding of

their students during fieldwork

The students receive enough money from their parents to support their fieldwork

Parents communicate high expectations to their learners that motivate them to attend
fieldwork
Parents are sharing experience on practical skills gained from field work to their
learners

The students are providing enough required equipment required to support fieldwork
acts
Parents explore early the site of fieldwork and foremost direct and support their
learners where there is required information relating to what they learn at school
Parents educate and provide emotionally support and guide them to ensure quality
conduct during fieldwork

The learners are helped by their parents to keep in mind about skills got from fieldwork
either through revising guidance
Parents prompt their learners curiosity to attend the school fieldwork

57
 PART E: Effects of students’ fieldwork practices on their academic performance

For each of the following statements about Effects of students’ fieldwork practices on
their academic performance in secondary schools, please indicate (by ticking) the
extent to which you agree them using the following scale (1= Strongly agree, 2= Agree,
3= Undecided, 4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

The use of field work is likely to result into improved performance.

The use of field work is likely to motivate learners to succeed hence increase their
performance

The use of field work is likely to improve on relation with the community then ensure
learners skills and experience

There is active exchange of ideas and activities among learners in case of field work
hence high students performance
Fieldwork encourage teachers to get relevant example in teaching practices hence rise
students’ performance

Submit history and Geography essay on a topical matter based on the information
gathered through fieldwork ensure academic performance
Find examples or answers to previous assignment using field information gathered
determine students’ academic performance
Make lesson notes from field information gathered ensure students’ performance

Fieldwork help Collaboratively work on a Geography project within the school

community hence students’ academic performance
The use of field work is likely to motivate learners hence their academic performance

Interview questions for students and teachers

58
Fieldwork motivate teaching and learning process

1. Identify the environmental features that can be used in the teaching and learning of

Geography during one of the field trip you undertook around your school

(i) _______________________________________________________________
ii) _______________________________________________________________
iii) _______________________________________________________________
iv) _______________________________________________________________
2.(a). By preferring one lesson in secondary school would you prefer to use a picture of a
river, plantation, and mountain or be taken to the sites (very place for a Geographical lesson
on the topic being covered)
__________________________________________________________________

(b). What are the advantages of going out for fieldwork?

i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________

3a. What problems do you encounter during fieldwork?

i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________
3b. In your opinion, suggest possible solutions to address the problems identified above in
i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________

59
Teachers and school administrators’ questionnaires

Please fill in the information required below

A1: Your school……………………………………………….

A1 Gender of respondent

Male Female

A2 Age of respondent

Below 20 years 20-25 Years old 25-30 years 31-45 years

A3. Marriage conditions

a. Single Married Widowed

A5: The category of your school, tick (√) appropriately

a. Government aided school

b.Private school

c. Public school

A6. Level of education

Certificate Diploma Bachelor’s Master’s Others

in in degree in in
Education education education Education
(A0)

HOW MANY YEARS YOU WORKED IN THIS SCHOOL (experience)

60
 1. Below one year 2. 1-2 years 3. 3-4 years 4. 5-6 Years 5. Over 6 years

Part B: effects of physical features in fieldwork to students’ academic performance.

B1. For each of the following statements about effects physical features in fieldwork to
students’ academic performance please indicate (by ticking) the extent to which you
agree them using the following scale (1= Strongly agree, 2= Agree, 3= Undecided, 4=
Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

1. The climate condition in Rwanda is conducive to favor students field trip

2. Nearby school there is fieldwork required site related to lesson expected to be

lernt

3. the safety and security are available in nature to favor fieldwork practices

4. the fieldwork site is enough to hold available learners during learning process

5. School has require facilities like cars and telescopes , to favor learners
fieldwork

6. the time to afford fieldwork is matching with academic time table

7. Nature is secured from disease to favor learners to afford fieldwork

8. Seasonal time is conducive to favor learners health during fieldwork

61
9. Nature has limited noise to hinder attention and engagement of learners during
fieldwork

10. Hazards in field site are limited to allow learners travel during fieldwork

Part C: the effects of students’ attendance for fieldwork on their academic performance.

c1. For each of the following statements about effects of students’ attendance for fieldwork
on their academic performance in secondary school, please indicate (by ticking) the extent
to which you agree them using the following scale (1= Strongly agree, 2= Agree, 3=
Undecided, 4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

Number of students in class is low to help their attention and in field work performed
practices

The students are n less number to favor their travel towards prepared site in fieldwork

It is easy to facilitate the learners into their respective groups during fieldwork
practices

Individual attention and participation is effectively enhanced based o number of

learners attended fieldwork
Collaboration of learners and interaction is enhanced based on number of available
students in fieldwork

Instructor- student ratio and feedback is accurate and effectively enhanced during
fieldtrip

62
The school number of students are easily to be financially supported to attend field
work

The class size during fieldwork is effectively managed by teacher based on number
of attended students

The students available in fieldwork are all focused and interested with subject taught

Deep explanation and self -care in provided to available learners in fieldwork

Part D: effects of parents’ support to students’ fieldwork on their working performance

For each of the following statements about effects of parents’ support to students’
fieldwork on their working performance in secondary schools, please indicate (by
ticking) the extent to which you agree them using the following scale (1= Strongly
agree, 2= Agree, 3= Undecided,4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

1.The students during fieldwork are accompanied with their parents and get their
assistance both in preparation and research

Parents demonstrate better problem-solving skills and built deeper understanding of

their students during fieldwork

The students receive enough money from their parents to support their fieldwork

63
Parents communicate high expectations to their learners that motivate them to attend
fieldwork
Parents are sharing experience on practical skills gained from field work to their
learners

The students are providing enough required equipment required to support fieldwork
acts
Parents explore early the site of fieldwork and foremost direct and support their
learners where there is required information relating to what they learn at school
Parents educate and provide emotionally support and guide them to ensure quality
conduct during fieldwork

The learners are helped by their parents to keep in mind about skills got from fieldwork
either through revising guidance
Parents prompt their learners curiosity to attend the school fieldwork

PART E: Effects of students’ fieldwork practices on their academic performance

For each of the following statements about Effects of students’ fieldwork practices on
their academic performance in secondary schools, please indicate (by ticking) the
extent to which you agree them using the following scale (1= Strongly agree, 2= Agree,
3= Undecided, 4= Disagree, and 5= Strongly disagree)

Statements 1 2 3 4 5

The use of field work is likely to result into improved performance.

The use of field work is likely to motivate learners to succeed hence increase their
performance

64
The use of field work is likely to improve on relation with the community then ensure
learners skills and experience

There is active exchange of ideas and activities among learners in case of field work
hence high students performance
Fieldwork encourage teachers to get relevant example in teaching practices hence rise
students’ performance

Submit history and Geography essay on a topical matter based on the information
gathered through fieldwork ensure academic performance
Find examples or answers to previous assignment using field information gathered
determine students’ academic performance
Make lesson notes from field information gathered ensure students’ performance

Fieldwork help Collaboratively work on a Geography project within the school

community hence students’ academic performance
The use of field work is likely to motivate learners hence their academic performance

Interview questions for students and teachers

Fieldwork motivate teaching and learning process

1. Identify the environmental features that can be used in the teaching and learning of

Geography during one of the field trip you undertook around your school

(i) _______________________________________________________________
ii) _______________________________________________________________
iii) _______________________________________________________________
iv) _______________________________________________________________
2.(a). By preferring one lesson in secondary school would you prefer to use a picture of a
river, plantation, and mountain or be taken to the sites (very place for a Geographical lesson
on the topic being covered)
__________________________________________________________________

65
(b). What are the advantages of going out for fieldwork?

i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________

3a. What problems do you encounter during fieldwork?

i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________
3b. In your opinion, suggest possible solutions to address the problems identified above in
i)________________________________________________________________
ii)________________________________________________________________
iii)_______________________________________________________________
iv)_______________________________________________________________

APPENDIX D: OBSERVATION CHECK LIST

Name of the school_______________

Possible physical features and human activities that can be open to field work approach
in the teaching and learning of Geography and history around the school.
a.
Types of Resources Available Unavailable

1. Physical set up and nature

Vegetation

Minerals

Topography

66
 Animals

Soil

Rivers

Rocks

2.Human Occupation

Construction

Fishing

Mining

Commerce

Agriculture

- Peasant farming

- Livestock farming

- Agriculture

Thank you for your intervention to complete these questionnaires

67