Contribution of Internal Rules and Regulations Approaches to the Academic Performance in Secondary Schools in Gasabo District, Rwanda

This study explores the contribution of internal rules and regulations to academic performance in secondary schools within Gasabo District, Rwanda. Internal rules, including policies on attendance, discipline, behavior, and student assessment, are essential in creating a structured and conducive learning environment. By ensuring consistency and reducing classroom distractions, these regulations directly impact students’ focus and engagement, leading to improved academic outcomes. Additionally, attendance policies and behavioral expectations contribute to enhanced student accountability and academic discipline, resulting in higher achievement levels. Discipline is an important component of human behavior, and one could assert that without it, an organization cannot function well toward the achievement of its goals. The aim of this study was to assess the impact of school rules and regulations on students’ perception toward promoting good behavior. The data were obtained from 278 respondents through a mailed questionnaire instrument. The data were tabulated, and Pearson’s chi-square test was applied for inferential analysis. Around 33.1% of the students had a negative perception of school rules and regulations about promoting good behavior, whereas 66.9% of them had a positive perception. A p-value of 0.015 (Discipline is an important component of human behavior, and one could assert that without it, an organization cannot function well toward the achievement of its goals. The aim of this study was to assess the impact of school rules and regulations on students’ perception toward promoting good behavior. The data were obtained from 438 respondents through a mailed questionnaire instrument. The data were tabulated, and Pearson’s chi-square test was applied for inferential analysis. Around 33.1% of the students had a negative perception of school rules and regulations about promoting good behavior, whereas 66.9% of them had a positive perception. A p-value of 0.015 (In a proper learning situation, a disciplined student is the one expected to do the right things at the right time. Students’ attitudes on school rules and regulations and perception toward promoting good behavior were statistically associated at a p-value of 0.012. Parents’ educational levels had a significant effect on students’ perception toward promoting good behavior. Generally, students’ awareness on school rules and regulations, parents’ education levels, civics and ethical education scores, and students’ attitudes toward promoting good behavior were found as significant effects on perception toward promoting good behavior.