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This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.

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Literature confirms that students’ engagement in biology is necessary predictor of their learning outcomes. However, how to do so is less certain. Therefore, this study investigated whether students taught biology using Cooperative Mastery Learning (CML) had different perceptions of learning environment and engagement when compared to those taught using Conventional Teaching Methods (CTM). A sample of 298 students (151 male and 147 female) in 7 intact biology classes was used. A modified What Is Happening In this Class (WIHIC) and Student Engagement Questionnaire (SEQ) were used to collect data. Data were mainly analyzed using the multivariate analysis of variance and simple correlation analysis. The findings indicated a statistically significant difference for all WIHIC and SEQ scales with students in CML scoring higher than students in CTM classes. Students’ perceptions of WIHIC scales were statistically significantly associated with SEQ scales. The findings provide important information about how students’ exposure to CML can help them be more engaged in biology classes. Hence, the CML is a practical instructional strategy with significant implications for teachers, biology syllabus designers, and curriculum planners.

The study examined parents' involvement (PI) and students' academic performance (SAP) in Ryakasinga Centre for Higher Education (RCHE) -Sheema district -Uganda. The objectives were to examine the effect of parenting, learning at home, and volunteering on students' academic performance in RCHE. The study was underpinned by Systems theory. The sample size was 117 with 43 teachers and 74 Form 4 students selected using simple random sampling giving a sample size of 117. The response rate was thus 93.6%. Data were collected using a questionnaire and analyzed using SPSS. The findings revealed positive significant relationships between parenting (r=0.576**), learning at home (r=0.378**), and volunteering (r=0.519**). Regression analysis indicated significant prediction effects of parenting (t = 5.363, p< .05), learning at home (t = 3.11, p = 0.003), and volunteering (r=0.519**) on academic performance. The study concluded that communication was a major reason for success in SAP and that a good learning environment positively influences SAP. Recommendations for policy and practice are provided.

The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school.

<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>

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