Instructional Materials Utilization and Educational Outcomes in Public Secondary Schools in Nyarugenge District, Rwanda

This study examined the influence of instructional materials utilization on educational outcomes in public secondary schools in Nyarugenge District, Rwanda. Anchored in the Resource-Based View and Goal Attainment Theory, the study adopted a descriptive survey design within a mixed-methods approach. From a target population of 507 respondents (477 teachers and 30 head teachers), a sample of 223 was drawn using Slovin's formula. Data were collected through structured questionnaires and semi-structured interviews and analyzed using descriptive statistics and simple linear regression in SPSS, while qualitative data were analyzed thematically. A response rate of 98.7% was achieved. Teachers reported strongly positive perceptions of instructional materials utilization, with item means ranging from 4.23 to 4.40 on a five-point scale. Simple linear regression revealed a strong, positive, and statistically significant influence of instructional materials utilization on educational outcomes (R = .659, R² = .434, F(1, 36) = 122.23, p < .001; B = .615, β = .659), explaining 43.4% of the variance. Qualitative findings corroborated these results, emphasizing periodic audits, resource-based lesson planning, and timely distribution, while noting procurement delays and budget constraints as challenges. The study concludes that the effective utilization of instructional materials is a significant predictor of improved educational outcomes and recommends ensuring consistent availability, proper maintenance, easy accessibility, and monitored use of textbooks and teaching aids in Rwanda's public secondary schools.