Six Years of Rwandan Science and Mathematics Competency-Based Curriculum Implementation and the Resultant Student Performance in Relation to Gender
Description
This dataset is related to the study that analyzed Rwandan secondary school students’ academic performance in advanced-level secondary science and mathematics national examinations and the resultant gender differences after six years of implementation of the Competence-Based Curriculum (CBC). It comprises grade scores of 28, 475 male and 34,698 female students who took the 2022 National Examination of Biology, Chemistry, Mathematics and Physics subjects. The data were collected through 2022 Advanced Level National Examinations 2022 by Rwanda National Examination and Inspection Authority (NESA). In a structured Excel spreadsheet format, the data set is arranged with the header in row 1 revealing the student respondent's province, school year, district, subject, gender, grade score, and average grade score marks. The province, school year, district, subject, gender, grade score, and average grade score marks of each student are displayed in rows 2–12703 for Biology, 2-14495 for Chemistry, 2-26537 for Mathematics, and 2-9418 for Physics. Each student' s province is shown in column A, school year is shown in column B, the district is in column C, subject in column D, gender in column E, grade score in column F and the average grade score marks in column G.
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The dataset comprises quantitative data collected through an ex post facto research study. The study data, which consisted of results from the 2022 advanced secondary school National Examination, were analyzed in their original form. Therefore, the study involved the collection of data from records rather than the administration of treatment or manipulation of the subjects. Date was collected from a population of 63,173 students including 28,475 males and 34,698 females. Purposive sampling was used to collect 2022 National examination results in Biology, Chemistry, Mathematics, and Physics while a universal sampling technique was used to select all students. The inclusion of all students was to avoid bias in the selection of students and scores from each selected school. Additionally, the universal sampling technique was adopted to guarantee a thorough representation of the target population and to provide precise and comprehensive details regarding the nature and frequency of the occurrence under the study. Excel sheets with the students' grade results in each of the four subjects (physics, chemistry, biology, and mathematics) by gender, district, and province were obtained from NESA for the study under the request of African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP). The AIMS-TTP’s request detailed the aim of the study and how the released data would be used for the purpose of the study. The data from Excel sheets were imported into SPSS 20.0 for statistical analysis. The grades are interpreted according to the NESA guidelines as per 2022 school year with grade A representing 70-100 % (Excellent), grade B: 65-69% (Very good), Grade C: 60-64% (Good), grade D: 50-59% (Satisfactory), grade E: 40-49 % (Adequate), grade S: 20-39% (Fair), and grade E: 0-19% (Fail).