Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Joseph Dusabimana, Leon Rugema Mugabo Pages: 1 - 15 Abstract: This study investigates how physics teachers of lower secondary schools practice inquiry-based teaching and learning (IBTL) in their physics teaching. The study used qualitative techniques such as open-ended questionnaires, interviews, and observation to collect data. The study participants were three senior-one physics teachers purposefully selected from three lower secondary schools of Gakenke District located in the Northern Province of Rwanda. Collected data were analyzed using content analysis. The study's findings revealed that study participants know about and how IBTL should be implemented. However, they were limited only on traditional methods of teaching and did not tackle five practices of inquiry-based teaching and learning in their physics teaching, which include engaging students in scientifically oriented questions, allowing students to give priority to evidence, allowing students to give explanations from evidence, and to communicate and justify their explanations and evaluating explanations from evidence. Therefore, teachers were found not effectively implementing the current competence-based curriculum (CBC) in Rwanda. Teachers are recommended to ask questions that require students to compare and contrast for practicing inquiry practice of evaluating explanations from evidence and to allow students to use different sources of information rather than using physics books only. PubDate: 2022-11-26 DOI: 10.4314/ajesms.v18i2. Issue No:Vol. 18, No. 2 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Aline Niyonsaba, Jean Baptiste Nkurunziza, Evariste Hakizimana Pages: 17 - 27 Abstract: Collaborative learning helps students to have active control over their own learning and create both academic and social relationships to accomplish common goals. This paper reports a quasi-experimental research that employed a pre-test and a post-test approach to investigate the impacts of a collaborative learning teaching approach on learners’ academic performance in chemistry in three secondary schools purposively selected within the Nyamasheke district in Rwanda. At each school, two classes of senior two (S2) were purposively selected whereby one class was taken as a control group, while the second parallel class formed an experimental group. Thus, all the control groups comprised 128 students, while the experimental groups comprised 133 senior two students. To collect data, a pre-test and post-test were given to the students. The data were analyzed using descriptive and inferential statistics (i.e., t-test generated by Microsoft Excel 13). The results from the t-test showed [t (257) = -8.05, p = .000; p<.001] which indicates that there is a statistically significant difference in mean scores between the two groups. The null hypothesis, therefore, is rejected in favor of the alternative hypothesis to confirm that students taught using a collaborative learning teaching approach performed better in preparation and classification of oxides than those taught using traditional lecture teaching methods. PubDate: 2022-11-26 DOI: 10.4314/ajesms.v18i2. Issue No:Vol. 18, No. 2 (2022)
Subscription journal
[261 journals]
