Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools

Byusa, Edwin; Kampire, Edwige; Mwesigye, Adrian Rwekaza

doi:10.29333/ejmste/7833

Cited by 29 publications

(32 citation statements)

References 19 publications

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“…However, many teachers agreed on the statement (above 90%). This clearly showed that, even though teachers claim to use active learning methods, they still apply some passive teaching methods (Byusa et al, 2020a;Suhag et al, 2018)…”

Section: Classroom Environmentmentioning

confidence: 99%

“…However, this was not the case as they only engage students in small group work activities, sometimes limited to a question and answer session. This provides no knowledge construction among students as they remain passive in the learning process (Byusa et al, 2020a;Nsengimana et al, 2017). The inability of teachers to use appropriate methods of instruction to teach chemistry that invariably translate to inadequate knowledge and skills to put in practice the learned material is becoming a challenge to the Rwandan educational system.…”

Section: Research Problemmentioning

confidence: 99%

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Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

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Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

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Section: Classroom Environmentmentioning

confidence: 99%

Section: Research Problemmentioning

confidence: 99%

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

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“…The study done in optics (Ndihokubwayo et al, 2020), has found that Rwandan students have misconceptions related to light phenomena such as why the sky is blue and not violet, why we see things, and why the sunset or sunrise is red. These misconceptions take source from teachers who are still prioritizing passive learning (Byusa et al, 2020), where teachers present knowledge more than they guide students while students only listen to teachers and take notes. Thus, more effective instructional tools and active strategies are needed.…”

Section: Literature Reviewmentioning

confidence: 99%

Usability of Electronic Instructional Tools in the Physics Classroom

Ndihokubwayo

Uwamahoro

Ndayambaje³

2020

EURASIA J Math Sci Tech Ed

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Information Communication Technology (ICT) is becoming valuable tools to help improve education, especially during teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) subjects. In this regard, we conducted this study to explore the usability of ICT tools in Physics taught courses. To collect data, we used classroom observation protocol for undergraduate STEM to assess how teachers and learners spend time on classroom activities among day and boarding schools and urban and rural schools. We also surveyed physics teachers after a short workshop on the use of PhET simulations and YouTube videos for teaching optics to reveal their workability and usefulness. As a result, we found that teachers in the day schools guide and assign more work to their learners, allow them to work in groups more than those in boarding schools. Similarly, learners in rural schools spend much time working in groups more than their colleagues in urban schools. However, teachers in urban schools spend much time guiding their learners than teachers in rural schools. Teachers use more of textbooks among various instructional tools. Teachers were not aware of and used to PhET simulations and YouTube videos in physics class; however, after the workshop, they conceived them as convenient electronic instructional tools that can accelerate the active learning of Optics. Since these resources are free to access and easy to use, we highly recommend teachers to use them in their daily teaching and learning activities.

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“…The study conducted in Rwanda informs that chemistry teachers prioritize group work-related activities ( Byusa et al., 2020 ). Teaching chemistry and the development of other expected learning outcomes to do with values and attitudes that are associated with the lesson taught as teachers try to meet the expectation of the Competence-Based Curriculum (CBC) ( REB, 2015b ) needs classroom instructional practices that motivate learners the most to like the chemistry daily class activities.…”

Section: Introductionmentioning

confidence: 99%

A case study on chemistry classroom practices in the Rwandan secondary schools

Byusa

Kampire

Mwesigye

2021

Heliyon

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This study aims at assessing the classroom practices of Rwandan chemistry teachers in secondary schools, the second grade (S2), age range between 14 to 16 years old. The classroom observation conducted using the Classroom Observation Protocol for Undergraduate STEM (COPUS). In general, the best practice of group work or collaborative learning and students' engagement was observed. The analysis of the COPUS data reveals that active learning in chemistry classes is dominating, 54% against 42% of passive learning; found high, statistically significant over passive learning at p < .01 (tCritical = 1.89, df = 7, p = .003). The active students' practice is taking 82% of a 2-min time interval across 30 lessons observed, as one class period has 40 min to make 20 intervals of 2 min. Teachers are engaging their students in collaborative learning by assigning them various tasks in groups. These results established the current instructional practices in chemistry classes to draw conclusions and recommendations.

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Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools

Cited by 29 publications

References 19 publications

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Usability of Electronic Instructional Tools in the Physics Classroom

A case study on chemistry classroom practices in the Rwandan secondary schools

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