Abstract
This study examined teachers’ engagement with data-driven instruction and mathematics achievement in Nyarugenge District, Rwanda. A mixed-methods quasi-experimental design targeted 763 respondents comprising mathematics teachers, students, head teachers, and sector education officers across 33 public secondary schools. Stratified and simple random sampling produced a sample of 263 participants. Data were collected through structured questionnaires and semi-structured interview guides. Instrument validity was established through expert review, while reliability was assessed using Cronbach’s alpha. Data were analysed using descriptive statistics, one-sample t-tests, and analysis of covariance. The findings indicated that teachers reported a significantly high extent of engagement with data-driven instructional practices and generally positive attitudes towards data use. Collaborative review of student performance data and adjustment of lesson plans were among the more strongly reported practices, whereas individualised feedback, data-informed pacing, and use of digital tools for long-term progress tracking were less consistently applied. Teachers also expressed strong confidence in analysing assessment data and a strong belief that data-driven instruction can improve student outcomes. However, variation remained in perceived personal teaching effectiveness, motivation, and comfort in translating data into instructional adjustments. The results indicate an attitude-practice gap in the implementation of data-driven instruction. Targeted professional development, structured collaborative review, and accessible data-management tools are therefore recommended to support more consistent use of student performance evidence in mathematics instruction.