No abstract

The management of COVID-19 in Rwanda has been dynamic, and the use of COVID-19 therapeutics has gradually been updated based on scientific discoveries. The treatment for COVID-19 remained patient-centered and entirely state-sponsored during the first and second waves. From the time of identification of the index case in March 2020 up to August 2021, three versions of the clinical management guidelines were developed, with the aim of ensuring that the COVID-19 patients treated in Rwanda were receiving care based on the most recent therapeutic discoveries. As the case load increased and imposed imminent heavy burdens on the healthcare system, a smooth transition was made to enable that the asymptomatic and mild COVID-19 cases could continue to be closely observed and managed while they remained in their homes. The care provided to patients requiring facility-based interventions mainly focused on the provision of anti-inflammatory drugs, anticoagulation, broad-spectrum antibiotic therapy, management of hyperglycemia and the provision of therapeutics with a direct antiviral effect such as favipiravir and neutralizing monoclonal antibodies. The time to viral clearance was observed to be shortest among eligible patients treated with neutralizing monoclonal antibodies (bamlanivimab). Moving forward, as we strive to continue detecting COVID-19 cases as early as possible, and promptly initiate supportive interventions, the use of neutralizing monoclonal antibodies constitutes an attractive and cost-effective therapeutic approach. If this approach is used strategically along with other measures in place (i.e., COVID-19 vaccine roll out, etc.), it will enable us to bring this global battle against the COVID-19 pandemic under full control and with a low case fatality rate.

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

Students' low performance in biology perturbs many teachers and other stakeholders. This has sparked research into learning strategies that might be utilized to improve students’ performance in the subject. This study investigated the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on students' achievement in photosynthesis. A pre-test, post-test, non-equivalent control group, quasi-experimental design was used. A sample of 449 students was drawn from the population of 6,708 senior two secondary students (SS2) in Nyamagabe district, Rwanda. Photosynthesis Achievement Test (PAT) (KR-21 = .82), Attitude Towards Concept Mapping Questionnaire (ATCMQ), and Attitude Towards Cooperative Mastery Learning Questionnaire (ATCMLQ) were used for data collection. Data were analyzed mainly using mean and standard deviation, Analysis of covariance (ANCOVA), and t-test. Findings revealed that the students who were exposed to the CM and CML attained significantly higher mean achievement scores in the PAT than those exposed to Conventional Teaching Methods (CTM) (F (2, 445) = 385.242, p<0.05). The CM group students achieved significantly better than the CML group. Moreover, there was no significant interaction effect between instructional strategies and gender in achievement (F (2, 442) =. 344, p > .05). The students showed a significant and positive attitudes towards the use of CM over the use of CM (t=5.8, p<.05). Thus, the CM and CML are effective strategies for successful and meaningful photosynthesis learning. It was recommended among other things that the biology teachers should use the CM and CML to enhance students’ achievement in biology especially in difficult and abstract concepts like photosynthesis.

<span lang="EN-US">Students’ performance in biology in Rwanda National Examinations has been reported to be unsatisfactory. This demands teachers to shift to methods that enable students to acquire meaningful learning. In an attempt to cope with this situation, the effects of concept mapping (CM) and cooperative mastery learning (CML) on the cognitive process in biology among lower secondary school students in Nyamagabe district, Rwanda was investigated. A quasi-experimental non-equivalent pre-test, post-test control group design was applied to a sample of 449 senior secondary school two (SS2) students (224 males and 225 females) drawn from seven co-educational secondary schools purposively selected from 46 schools. The students were in CM (n=151), CML (n=144) and conventional teaching method (CTM) (n=154) groups. The biology Achievement Test with a reliability of 0.82 obtained from the Kuder Richardson (KR-21) formula was used to collect data. Analysis of Covariance and Bonferroni test were applied for data analysis. Findings revealed that CM and CML groups scored better in all cognitive domains tested than the CTM group. A statistically significant difference between CM and CML was observed in favor of the CM. Based on the findings, it was concluded that the CM and CML are capable of improving secondary school students’ mastery of the content taught at all levels of cognition. Therefore, learning with CM and CML could be a viable option for teachers for addressing attainment issues in biology.</span>