Asian Journal of Education and Social Studies

Individualized classroom instructional approaches play a critical role in enhancing learner’s academic achievement. This is a critical concern in elementary schools across Rwanda. This study aimed at investigating the impacts of co-teaching models, specifically Team Teaching and One Teach-One Assist, on learners' performance in private schools in Kigali City, Rwanda. The study leveraged a quantitative research approach with descriptive and correlational research designs. The study focused on three selected private schools in Kigali City and 124 teachers participated in this study. The findings indicated that Team Teaching has a positive and significant impact on learner's academic achievement (β1=0.375, p=0.001), while One Teach-One Assist shows a positive but not significant impact (β1=0.083, p=0.458) on learner’s academic achievement. The adjusted R^2 value is 0.175, indicating that co-teaching models contribute to 17.5% of the variance in learner's academic achievement. The study concluded that co-teaching models have a significant impact on academic achievement where Team Teaching was identified as a significant contributor to improved academic achievement, with a 1% increase/change in the Team-Teaching model resulting in a 0.375% increase in learner's academic achievement in the selected private schools in Kigali City. These results reject the null hypothesis, indicating that co-teaching models play a beneficial role in enhancing a learner's academic achievement. However, it's important to note that while these models have a statistically significant impact, they do not account for all the variance in these educational outcomes, as other unexamined factors also contribute.