Influence of Cooperative Learning Practices on Students Motivation in Entrepreneurship Subject in Public Secondary Schools in Rwanda

Abstract

Purpose: The study aimed to assess the "Influence of Cooperative Learning Practices on Student Motivation in the Entrepreneurship Subject in Public Secondary Schools in Rwanda," with a focus on Gasabo District. Materials and Methods: A descriptive research design was employed, targeting teachers, head teachers, and local administrators as participants. Out of a population of 1,520, a sample of 317 respondents was selected using Taro Yamane's formula. Data were collected through questionnaires, and analysis included regression, correlation, and descriptive statistics. Qualitative data were analyzed using thematic analysis. Findings: The study found that while 58.9% of teachers reported that students rarely applied Entrepreneurship skills in business contexts, 25.8% noted that students engaged with these skills about once a week. A majority of teachers (60.2%) agreed that cooperative learning practices improved school completion rates, with a mean score of 3.5 and a standard deviation of 1.1, although students' overall academic progress in Entrepreneurship remained low. Furthermore, Entrepreneurship usage was shown to influence students' academic performance by 77.2%, with the remaining 22.8% affected by other factors. A significant positive correlation (r = .684, p = .024) was observed between Entrepreneurship usage and academic performance. Conclusion: The study concludes that implementing high standards of cooperative learning practices in Entrepreneurship instruction can significantly enhance students' academic performance in public secondary schools in Gasabo District.