Lower and upper primary learners’ difference in performance and conceptual understanding: Support of interactive mathematics software for Rwanda

The use of technology to enhance classroom practices draws attention from numerous educational systems and scientific studies. Rwanda's educational system prioritized ICT-integrated instructions in primary schools in order to enhance the provision of high-quality education from early years. Therefore, this study was undertaken at both public and private schools in Kigali City. It sought to find out the impact of Interactive Mathematics software (IM) on conceptual understanding and performance in lower and upper elementary mathematics learners. Designed as quasi-experimental, it involved 253 learners from Primary 2 and Primary 4, conveniently assigned to controls and experimental groups. A sample of learners’ test works was used to collect data before and after the treatment. Learners' test scores were collected and analyzed using Excel and SPSS v.23 software. The results showed that P2 and P4 treatment groups’ mean scores differed significantly from each other. The effect was more noticeable at both levels in public schools than in private ones. Based on the significance of mean difference and performance on an item, there was no discernible difference in the impact of Interactive Mathematics aided teaching on lower and upper primary mathematics performance. The study's conclusion included some recommendations for Rwanda Basic Education Board and called for additional, more thorough research on the qualitative facets of IM-supported teaching. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.