This research is about the assessment of the state-of-the-art use of ICT in teaching and learning in selected Rwandan secondary schools, a case study of Nyagatare district. The research design was a cross-sectional survey where both qualitative and quantitative methods were used. Questionnaire, interviews and documentation were used to collect data. The sample size was 95 respondents. The study found that there were ICT tools used in teaching and learning in all the schools but inadequately used. Some Teachers who were not using ICT Tools revealed that school authorities don’t allow them to use them. The study revealed that purchasing ICT tools is also expensive for both school authorities and teachers. The study recommends that school administrators organize themselves and find funds for buying and equipping all missed ICT tools. The government of Rwanda ought to allocate ICT equipment equally in all schools and generate funds specifically to promote ICT use at the secondary school level and enhance education.
{"title":"The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district","authors":"Moses Baikirize, Agnes Mbonyiryivuze, Céline Byukusenge, Aloys Iyamuremye, Ezechiel Nsabayezu","doi":"10.58197/prbl/xith3325","DOIUrl":"https://doi.org/10.58197/prbl/xith3325","url":null,"abstract":"This research is about the assessment of the state-of-the-art use of ICT in teaching and learning in selected Rwandan secondary schools, a case study of Nyagatare district. The research design was a cross-sectional survey where both qualitative and quantitative methods were used. Questionnaire, interviews and documentation were used to collect data. The sample size was 95 respondents. The study found that there were ICT tools used in teaching and learning in all the schools but inadequately used. Some Teachers who were not using ICT Tools revealed that school authorities don’t allow them to use them. The study revealed that purchasing ICT tools is also expensive for both school authorities and teachers. The study recommends that school administrators organize themselves and find funds for buying and equipping all missed ICT tools. The government of Rwanda ought to allocate ICT equipment equally in all schools and generate funds specifically to promote ICT use at the secondary school level and enhance education.","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"36 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.
{"title":"Assessing the effectiveness of remedial strategies on senior one student's academic performance in mathematics and sciences","authors":"Onesme Niyibizi, John Peter Kazinyirako","doi":"10.58197/prbl/awnh3573","DOIUrl":"https://doi.org/10.58197/prbl/awnh3573","url":null,"abstract":"The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"89 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140758736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the effectiveness of a remediation learning strategy in improving the performance of Ordinary level secondary school students in physics. A total of sixty-seven students from G.S Mushongi in Kirehe District participated in the research. The study used a Physics Achievement Test to collect data, with students undergoing pre-tests and post-tests. The collected data underwent comprehensive analysis, employing descriptive and inferential statistics, presented using Microsoft Excel and SPSS version 21.0 software. The results revealed a highly statistically significant improvement (p < .001) in the mean performance of Ordinary level students (senior one, senior two, senior three), irrespective of gender. However, a noticeable gender disparity emerged among senior two students, with male students exhibiting a statistically significant advantage (p < .05, η = .059) over their female counterparts. No statistically significant difference (p > .05) was observed among male and female students in senior one and three after implementing remediation-based learning. To conclude, this research underscores the importance of targeted remediation learning strategies in enhancing academic performance, emphasizing the necessity for integrating different learner-centered approaches to address specific challenges students face in learning difficult physics concepts. Keywords: Remediation-based learning and teaching strategy, quantitative research design, Gender, Physics achievement test, difficult Physics concepts
{"title":"Assessing the Efficacy of Remediation-Based Learning and Teaching Strategy for Enhancing Secondary School Students Learning of Difficult Physics Concepts","authors":"Jean Nepomuscene Twahirwa, Celestin Ntivuguruzwa","doi":"10.58197/prbl/phuh1201","DOIUrl":"https://doi.org/10.58197/prbl/phuh1201","url":null,"abstract":"This study investigates the effectiveness of a remediation learning strategy in improving the performance of Ordinary level secondary school students in physics. A total of sixty-seven students from G.S Mushongi in Kirehe District participated in the research. The study used a Physics Achievement Test to collect data, with students undergoing pre-tests and post-tests. The collected data underwent comprehensive analysis, employing descriptive and inferential statistics, presented using Microsoft Excel and SPSS version 21.0 software. The results revealed a highly statistically significant improvement (p < .001) in the mean performance of Ordinary level students (senior one, senior two, senior three), irrespective of gender. However, a noticeable gender disparity emerged among senior two students, with male students exhibiting a statistically significant advantage (p < .05, η = .059) over their female counterparts. No statistically significant difference (p > .05) was observed among male and female students in senior one and three after implementing remediation-based learning. To conclude, this research underscores the importance of targeted remediation learning strategies in enhancing academic performance, emphasizing the necessity for integrating different learner-centered approaches to address specific challenges students face in learning difficult physics concepts. Keywords: Remediation-based learning and teaching strategy, quantitative research design, Gender, Physics achievement test, difficult Physics concepts","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"9 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates upper secondary teachers' application of formative assessment towards its effectiveness in enhancing students’ performance and interest in learning Mathematics. This study was carried out within Nyamasheke District, Western Province, Rwanda. The sample of the study was composed of 78 respondents, including 72 senior five students and six mathematics teachers, randomly and purposively, respectively, selected from six upper secondary schools. An in-depth interview and document reviews were used to collect data. The collected data from interviews was analyzed thematically, and the document review was analyzed descriptively. It was found that formative assessment is important for students since it enhances their active learning and collaboration. However, the results from the study showed that teachers do not provide the feedback that can make students improve their learning. This study recommends that teachers provide effective assistance to the students and provide feedback that makes students improve their mathematics learning. Keywords: Formative assessment, in-depth interview, document review, secondary school teacher, Rwandan students, mathematics
{"title":"Investigating Effective Formative Assessment Applications to Enhance Students' Performance and Interest in Learning Mathematics","authors":"Fidele Ukobizaba, Céline Byukusenge","doi":"10.58197/prbl/zauj4780","DOIUrl":"https://doi.org/10.58197/prbl/zauj4780","url":null,"abstract":"This study investigates upper secondary teachers' application of formative assessment towards its effectiveness in enhancing students’ performance and interest in learning Mathematics. This study was carried out within Nyamasheke District, Western Province, Rwanda. The sample of the study was composed of 78 respondents, including 72 senior five students and six mathematics teachers, randomly and purposively, respectively, selected from six upper secondary schools. An in-depth interview and document reviews were used to collect data. The collected data from interviews was analyzed thematically, and the document review was analyzed descriptively. It was found that formative assessment is important for students since it enhances their active learning and collaboration. However, the results from the study showed that teachers do not provide the feedback that can make students improve their learning. This study recommends that teachers provide effective assistance to the students and provide feedback that makes students improve their mathematics learning. Keywords: Formative assessment, in-depth interview, document review, secondary school teacher, Rwandan students, mathematics","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"85 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A policy brief is a concise document that summarizes a policy issue, provides analysis and offers specific recommendations to policymakers and decision-makers. Its purpose is to inform and influence policy decisions by providing evidence-based arguments and practical suggestions for addressing a particular problem or achieving a desired outcome. Policy briefs are typically written by researchers, analysts, or experts in a particular field and are aimed at policymakers, government officials, or organizations responsible for shaping and implementing policies. They are often used to communicate complex information clearly and concisely, helping decision-makers understand the issue at hand and make informed choices. Since many scientists, writers, and readers give little attention, I thoroughly reviewed what it is, how it is written, and why it matters. A well-written policy brief typically includes the following elements: (a) Executive Summary: A brief overview of the main problem, recommendations, and policy implications. (b) Introduction: Provides background information on the policy issue and its relevance, including its social, economic, or environmental impact. (c) Problem Statement: Clearly defines the problem or issue being addressed, including its causes, scope, and implications. It identifies any existing gaps or challenges in the current policy framework. (d) Analysis: Presents a thorough analysis of the issue, including relevant data, research findings, and supporting evidence. It explores different perspectives, underlying factors, and potential consequences of different policy options. (e) Recommendations: Offers specific and actionable recommendations for policy actions or interventions. These recommendations should be feasible, practical, and aligned with the objectives of the policy brief. (f) Implementation Strategies: Provides guidance on implementing the recommended policies or actions effectively. This may include suggested timelines, stakeholder engagement strategies, or considerations for monitoring and evaluation. (g) Conclusion: Summarizes the key points discussed in the policy brief and reinforces the importance of the recommendations.
{"title":"Know How to Write an Influential Policy Brief: A Systematic Guide to Writers and Readers","authors":"Kizito Ndihokubwayo","doi":"10.58197/prbl/udhd5751","DOIUrl":"https://doi.org/10.58197/prbl/udhd5751","url":null,"abstract":"A policy brief is a concise document that summarizes a policy issue, provides analysis and offers specific recommendations to policymakers and decision-makers. Its purpose is to inform and influence policy decisions by providing evidence-based arguments and practical suggestions for addressing a particular problem or achieving a desired outcome. Policy briefs are typically written by researchers, analysts, or experts in a particular field and are aimed at policymakers, government officials, or organizations responsible for shaping and implementing policies. They are often used to communicate complex information clearly and concisely, helping decision-makers understand the issue at hand and make informed choices. Since many scientists, writers, and readers give little attention, I thoroughly reviewed what it is, how it is written, and why it matters. A well-written policy brief typically includes the following elements: (a) Executive Summary: A brief overview of the main problem, recommendations, and policy implications. (b) Introduction: Provides background information on the policy issue and its relevance, including its social, economic, or environmental impact. (c) Problem Statement: Clearly defines the problem or issue being addressed, including its causes, scope, and implications. It identifies any existing gaps or challenges in the current policy framework. (d) Analysis: Presents a thorough analysis of the issue, including relevant data, research findings, and supporting evidence. It explores different perspectives, underlying factors, and potential consequences of different policy options. (e) Recommendations: Offers specific and actionable recommendations for policy actions or interventions. These recommendations should be feasible, practical, and aligned with the objectives of the policy brief. (f) Implementation Strategies: Provides guidance on implementing the recommended policies or actions effectively. This may include suggested timelines, stakeholder engagement strategies, or considerations for monitoring and evaluation. (g) Conclusion: Summarizes the key points discussed in the policy brief and reinforces the importance of the recommendations.","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129268125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aloys Iyamuremye, Ezechiel Nsabayezu, Agnes Mbonyiryivuze, Jean Pierre Mbonyubwabo
Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.
{"title":"Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review","authors":"Aloys Iyamuremye, Ezechiel Nsabayezu, Agnes Mbonyiryivuze, Jean Pierre Mbonyubwabo","doi":"10.58197/prbl/kpod5954","DOIUrl":"https://doi.org/10.58197/prbl/kpod5954","url":null,"abstract":"Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133410010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at checking college student-teachers’ transferability ideas from physics laboratory activities to improvised materials. We employed undergraduate students from the University of Rwanda College of Education to carry it out during their laboratory experiments session. Since these students are future secondary teachers, we first observed them performing Ohms Law, Faraday law, Wheatstone bridge, and Compass magnet experiments. We followed them, asking them to compare how they could improvise from what they did at school whenever there were no conventional materials. We found that students face challenges in performing provided experiments even if the instructional protocols are provided and receive laboratory technician support. These students could also not imagine how they could improvise these experiments. These results were caused by the fact that they do not possess improvisation skills, and few experiments were provided to them. In this regard, the author recommends that college lecturers not only increase laboratory experiments but also instruct their students by reflecting on their future careers.
{"title":"College Students Improvised Ideas during Physics Laboratory Activities","authors":"Kizito Ndihokubwayo","doi":"10.58197/prbl/tbay8568","DOIUrl":"https://doi.org/10.58197/prbl/tbay8568","url":null,"abstract":"This study aims at checking college student-teachers’ transferability ideas from physics laboratory activities to improvised materials. We employed undergraduate students from the University of Rwanda College of Education to carry it out during their laboratory experiments session. Since these students are future secondary teachers, we first observed them performing Ohms Law, Faraday law, Wheatstone bridge, and Compass magnet experiments. We followed them, asking them to compare how they could improvise from what they did at school whenever there were no conventional materials. We found that students face challenges in performing provided experiments even if the instructional protocols are provided and receive laboratory technician support. These students could also not imagine how they could improvise these experiments. These results were caused by the fact that they do not possess improvisation skills, and few experiments were provided to them. In this regard, the author recommends that college lecturers not only increase laboratory experiments but also instruct their students by reflecting on their future careers.","PeriodicalId":261973,"journal":{"name":"Journal of Classroom Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125150229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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