Impact of Information and Communication Technology on Parental and Community Involvement in Rwandan Mathematics Education

Abstract

This study investigates the impact of Information and Communication Technology (ICT) on enhancing parental and community involvement in mathematics education at Teacher Training Colleges (TTCs) in Rwanda. Despite advances in ICT integration in Rwandan education, its impact on parental and community engagement in mathematics remains underexplored. The study explores how ICT tools can enhance this involvement, which is crucial for reinforcing classroom learning. A mixed-methods approach was employed. Purposive sampling was used to select 20 TTC tutors, 100 student teachers, 80 parents, and community members. Data was collected using surveys, semi-structured interviews, and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. ICT tools like Google Classroom, Zoom, Khan Academy, and communication platforms such as WhatsApp were used for the study. Findings show that these tools facilitate communication, allowing parents to track student progress, access resources, and engage with teachers. This has led to improved student performance and motivation. ICT also supports community-based initiatives, like online study groups, that extend learning beyond school hours. The study suggests that increased ICT use can contribute to better-trained teachers, improved mathematics outcomes, and a stronger educational foundation in Rwanda.