Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 IJISRT22NOV731 www.ijisrt.com 2098 Factors Determining Learner’s Performance Among Faith-Based and Secular Schools a Comparative Study of Selected Primary Schools in Muhoza Sector, Musanze District, Rwanda 1 Patricie Gakwerere 1 Research Scholar, MBA Project Management, University of Kigali, Musanze, Rwanda 2 Dr. Amini Ngabonziza Jean De Dieu 2 Senior Lecturer, University of Kigali, Kigali, Rwanda 3 Alexis M. Bihira 3 Research Associate, B&B Research Sourcing Inc., Musanze, Rwanda Abstract:- This study aimed at comparing the factors determining the learners’ performance among faith- based and secular schools in Muhoza sector, Musanze district, Rwanda. Specifically, the study aimed at evaluating the learners’ performance in selected faith- based and secular schools in the Muhoza Sector and assessing the differences, similarities, and associated factors in the learners’ performance between selected faith-based and secular schools in the Muhoza Sector. To achieve these objectives, a causal-comparative descriptive research design was adopted and targeted 22 primary schools, including two faith-based schools and 20 secular schools. From these schools, 98 individuals, made up of teachers and four head teachers, were selected. The sample size included 81 respondents selected using the purposive sampling technique. Questionnaires, interviews, and documentary reviews were used to collect data, which was then analysed using descriptive and content analysis. Findings revealed that learners in faith- based schools performed better on average on the average grade scale than learners in secular schools (t =-19.78, df = 570, p .05), and learners' performance was more satisfactory in faith-based schools than in secular schools. Teachers’ qualifications (p =.214 >.05) and teachers’ experience (p =.231>.05) were not statistically significant determinants of the differences in the learners’ performance among these schools. There was no difference in the teachers’ qualifications and experience, and both teachers in faith-based and secular schools have almost similar qualifications and experience. Therefore, qualifications and experience cannot explain the difference in learners’ performance in these schools. Differences in the performance of learners were accounted for by the average work load (p =.012<.05), average pupil-teacher ratio (p =.004<.05), average pupil- classroom ratio (p =.002<.05), pupils-textbook ratio (p =.001<.05), and mean number of exercises or homework given per week (p =.002<.05), which were statistically significant determinants of the differences in the learners’ performance between faith-based and secular schools These differences account for the difference in the learners’ performances. Moreover, there is a significant difference in the frequency of quizzes and homework, parents’ engagement, and coaching hours between these schools (p =.000<.05). Therefore, the frequency of quizzes and homework, parents’ engagement, and coaching hours ensure that there is a difference in the learners’ performance between these schools. Based on the study findings, it was concluded that faith-based schools perform better as compared to secular schools due to lower workloads for their teachers, lower pupil-teacher ratios, lower classroom-pupil ratios, lower textbook-to- pupil ratios, good leadership, and teachers’ supervision. The study recommended that the Ministry of Education should provide adequate learning and instructional materials to the secular schools to enhance the effectiveness and efficiency of the teaching and learning process, and the management in secular schools should create a policy that controls teacher workload so that they are not overworked as compared to their more effective counterparts. Keywords:- Learner, Performance, Faith-Based School, Secular Schools, Factors, Muhoza Sector. I. INTRODUCTION  Background to the Study For the sustainable development of any country, education is key, as it enhances the abilities of the people to realise their potential. By this end, education has the potential to enhance people’s productivity, reduce crime rates, and control births, all of which contribute to the sustainable development of the country (Maichibi, 2018). Likewise, education is the keystone of a powerful instrument that can be used to reduce inequality and poverty and as a basis to sustain economic growth (Barbara et al., 2003). Emphasizing the importance of education in improving the country’s wealth, UNESCO (2020) states that education greatly contributes to poverty reduction, increases new job opportunities, and accelerates the country’s economic growth and sustainable development. Due to the benefits that accrue