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This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.

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Literature confirms that students’ engagement in biology is necessary predictor of their learning outcomes. However, how to do so is less certain. Therefore, this study investigated whether students taught biology using Cooperative Mastery Learning (CML) had different perceptions of learning environment and engagement when compared to those taught using Conventional Teaching Methods (CTM). A sample of 298 students (151 male and 147 female) in 7 intact biology classes was used. A modified What Is Happening In this Class (WIHIC) and Student Engagement Questionnaire (SEQ) were used to collect data. Data were mainly analyzed using the multivariate analysis of variance and simple correlation analysis. The findings indicated a statistically significant difference for all WIHIC and SEQ scales with students in CML scoring higher than students in CTM classes. Students’ perceptions of WIHIC scales were statistically significantly associated with SEQ scales. The findings provide important information about how students’ exposure to CML can help them be more engaged in biology classes. Hence, the CML is a practical instructional strategy with significant implications for teachers, biology syllabus designers, and curriculum planners.

The study examined parents' involvement (PI) and students' academic performance (SAP) in Ryakasinga Centre for Higher Education (RCHE) -Sheema district -Uganda. The objectives were to examine the effect of parenting, learning at home, and volunteering on students' academic performance in RCHE. The study was underpinned by Systems theory. The sample size was 117 with 43 teachers and 74 Form 4 students selected using simple random sampling giving a sample size of 117. The response rate was thus 93.6%. Data were collected using a questionnaire and analyzed using SPSS. The findings revealed positive significant relationships between parenting (r=0.576**), learning at home (r=0.378**), and volunteering (r=0.519**). Regression analysis indicated significant prediction effects of parenting (t = 5.363, p< .05), learning at home (t = 3.11, p = 0.003), and volunteering (r=0.519**) on academic performance. The study concluded that communication was a major reason for success in SAP and that a good learning environment positively influences SAP. Recommendations for policy and practice are provided.