ASSESSMENT OF SELECTED RWANDA ADVENTIST PRIMARY SCHOOLS’ EDUCATIONAL STANDARDS AND THE KNOWLEDGE OF GOD

Abstract

The study intends to assess if faith and learning is integrated in classrooms through the perceptions of respon

dents on Rwanda Adventist Primary School Standards in terms of Christian purpose of education, curriculum,

behavior of teachers, teaching and learning process and school leadership and the knowledge of God. Two

null hypotheses were tested: “there is no significant relationship between Rwanda Adventist Primary Schools’

Educational Standards and Knowledge of God” and “there is no significant relationship between the different

components of Rwanda Adventist Primary School Educational Standards and Knowledge of God”.

The research design is descriptive and correlational. Respondents were teachers, parents, church pastors on

district levels and church leaders on field and union levels. Data were collected through questionnaire, interview

and observation. In data analysis Mean, standard deviation and Spearman correlation were computed, ana

lyzed, and interpreted. Findings shows that all standards assessed (Christian Purpose of Education, Curriculum,

Teachers’ behavior, Teaching and Learning Process, School Leadership and knowledge of God) are weak but

there is a significant relationship between Rwanda Adventist Primary School Educational Standards and the

Knowledge of God and there is a significant relationship between the different components of Rwanda Adven

tist Primary School Educational Standards and knowledge of God. The researcher has given different recom

mendations such as reviewing SDA Primary school contract of subsidizing schools.