Effect of Pedagogical Knowledge on the Teaching Performance of the Teaching Staff in Rwanda Polytechnic – Integrated Polytechnic Regional Colleges (IPRCs)

  • Noel Mporananayo
  • Michael Ng’umbi
  • Gerard Murasira
  • Jean Baptiste Ntandayera
Keywords: Pedagogical Knowledge, IPRCs, TVET, Performance


This study looked at respondents' perceptions of their level of pedagogical knowledge in order to gauge the pedagogical knowledge of IPRCs' academic staff. Experimental design was employed as a study tool for data collection. As sample methods, stratified random and purposeful sampling was employed. The devices utilized to collect the data were questionnaires and observational techniques. For this study, 218 members of the teaching staff were chosen as research subjects. Using SPSS software, the data was evaluated to determine the trainers' level of pedagogical knowledge. The respondent's findings demonstrated that IPRCs trainers were lacking in pedagogical understanding before training and had improved training sessions. Those who were not trained (control group) remained with the little knowledge they had. This was witnessed by the results showing that only 53% of the respondents were equipped with pedagogical knowledge before training. In the end, the figures increased and it was found out that 74.9% of trained respondents were equipped with pedagogical knowledge after training. As the aim was to assess the difference between pre-test and post-test results, it was concluded that there was a significant difference in respondents mean scores before and after training in the treatment group and no significant difference in the control group mean scores. It has been recommended that the government of Rwanda should establish a pre-service institute dedicated to training trainers who would teach in technical and vocational schools at all Rwanda Qualification Framework. Those in-service teaching staff should be offered technological and pedagogical training to enhance their teaching activities preparation and implementation. This would stop hiring employees who would not provide ineffective and inefficient output in the institutions’ graduates’ production. Private sector in Rwanda should invest in establishing training and consultancy companies that would upgrade the trainers’ level of TPACK.