Contribution of USAID Soma Umenye to the Performance of Learners of Kinyarwanda Language in Lower Primary Schools: A Case of Public and Government Aided Schools of Musanze District, in Northern Province, Rwanda

This study aimed at determining the contribution of Usaid Soma Umenye to the performance of learners of Kinyarwanda language in lower primary schools. The objectives were to assess the contribution of providing trainings to teachers and school leaders to the performance of learners in Kinyarwanda language, to assess the contribution of learning and teaching materials provided to the performance of learners in Kinyarwanda language, to assess the contribution of assessments and research to the performance of learners in Kinyarwanda language, to examine the contribution of parents' involvement and their role to the performance of learners in Kinyarwanda language in Musanze District, primary schools. The study used correlation research design in which it used both quantitative and qualitative data collection to collect data from 100 participant as a sample out of 824 study population. The sample was drawn from three (3) primary schools located in Muhoza, Nkotsi and Kinigi Sectors of Musanze District. The data was gathered using questionnaire with a Likert scale with closed items and the interview guide was used to collect views from participant on how they think about materials provided, training and contribute to their learning outcomes in Kinyarwanda language in their respective schools. The data gathered analyzed using statistical package of social studies (SPSS) to establish frequencies, Analysis of variance (ANOVA), carrying out linear and multiple regression and correlation to analyze the effect between variables. The findings indicate a strong, positive, and significant association between the dependent variable and all the independent variables, with correlations of 70.3%, 51.9%, and 52.6%, respectively. This strong positive correlation suggests that as the levels of provided trainings, learning and teaching materials, and conducted assessments and research increase, learners' performance in Kinyarwanda also increases. Importantly, all the independent variables (provided trainings, learning and teaching materials, and conducted assessments and research) demonstrate significant relationships with learners' performance, with a probability value (P-value) of 0.000, which is below the 0.01 level of significance. The following recommendations are proposed for implementation by relevant authorities and institutions: Ensure availability of up-to-date Kinyarwanda language textbooks, workbooks, and supplementary materials that align with the curriculum and encourage Soma Umenye, a program focused on improving literacy and numeracy in Rwanda, to conduct research specifically on Kinyarwanda language teaching and learning.