Statement of Removal

Nsengimana, Theophile; Mugabo, Leon Rugema; Ozawa, Hiroaki; Nkundabakura, Pheneas

doi:10.1080/21548455.2020.1778210

Cited by 33 publications

(21 citation statements)

References 16 publications

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“…This is because the instructional methods cannot bring the desired outcomes among students. Therefore, teachers are involved in the way they plan their lessons before their delivery, how they organize their classroom environment, how they assess as well as the way they encourage or motivate students in the learning process (Nsengimana et al, 2020). Hence, a statement in each concept helped to distinguish the type of instructional methods being used by the teacher.…”

Section: Resultsmentioning

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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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: Resultsmentioning

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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“…These teaching techniques equip and prepare learners for their future careers in science and chemistry in particular. When properly used, active learning methods prepare citizens that are competitive for the world economy (Nsengimana et al, 2020). In chemistry education, more engaging methods are also emphasized.…”

Section: Introductionmentioning

confidence: 99%

Effect of Task-Based Learning on Students’ Understanding of Chemical Reactions Among Selected Rwandan Lower Secondary School Students

Musengimana

Kampire

Ntawiha

2022

JBSE

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This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students’ understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students’ understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students’ understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching. Keywords: chemistry education, chemical reactions, Rwandan lower secondary schools, students’ understanding, task-based learning

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“…If students do not master kinematics and dynamics content, lecturers should give these instructional strategies room for discussion for the sake of improvement. Nsengimana et al (2020) have emphasized laboratory activities' role to boost both intended and implemented curriculum. We concur with their recommendation that preservice teachers need to improve their learning through a well-established laboratory to master what they will, in return, teach during their future career.…”

Section: Discussionmentioning

confidence: 99%

Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test

Ndihokubwayo¹,

Nyirahabimana²,

Musengimana³

2021

EUROPEAN J ED RES

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Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named "teaching and learning bucket" (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p<.001, and Cohen's D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students' confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model.

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Statement of Removal

Cited by 33 publications

References 16 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

Effect of Task-Based Learning on Students’ Understanding of Chemical Reactions Among Selected Rwandan Lower Secondary School Students

Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test

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