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This study examined the relationship between real-life application in mathematics and students’ perceived academic performance at GS Kimironko I, Kigali, Rwanda. Grounded in Constructivist Learning and Transfer of Learning theories, the study adopted a quantitative cross-sectional correlational design. Data were collected using a structured 36item Likert-scale questionnaire measuring three dimensions of real-life application (Contextual Problem-Solving, Everyday Computation, Mathematical Modelling) and three dimensions of perceived performance (Problem-Solving, Computational, Algebraic Reasoning).
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Innocent et al. (2026) studied this question.
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