Digital Learning Resources Management and Remedial Learning Programme Outcomes in Public Primary Schools of Muhanga District, Rwanda

Digital learning resources (DLRs) are increasingly positioned as a lever for closing learning gaps, yet evidence on how their management and use shape remedial learning specifically remains thin in Rwanda. This study examined the influence of DLR management strategies and DLR use on remedial learning programme outcomes in public primary schools of Muhanga District, Rwanda, guided by Systems Theory and Constructivist Learning Theory. A descriptive, correlational survey design combined quantitative and qualitative data. From a target population of 504 (48 head teachers, 96 teachers, 360 students), a sample of 222 was drawn using Slovin's formula and stratified sampling; 216 respondents (36 teachers, 159 students, 21 head teachers) participated, a 96.9% response rate. Data were analysed using descriptive statistics, multiple linear regression, and thematic analysis. DLR use showed the strongest, though divergent, influence on outcomes: a moderate positive relationship in students' responses (R = .515, R² = .266) contrasted with a significant negative relationship in teachers' responses (B = -.621, p = .027). Management strategies showed a similar pattern (students: R = .274, R² = .075, p < .001; teachers: B = -.380, p = .049). Qualitative accounts from head teachers indicated stronger outcomes where digital tools were scheduled, staffed by trained ICT teachers, and supported through partnerships. The study concludes that DLRs carry real potential to strengthen remedial learning, but this potential is constrained by uneven infrastructure, inconsistent policy enforcement, and limited teacher training, and recommends stronger policy enforcement, infrastructure investment, and teacher training.