A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles towards multimedia in improving the knowledge delivery system of physics published in various standard databases/indexes. The study conducts a literature review based on five-stage methodology comprising of: (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing thirty-three research articles specific to the usage of multimedia towards improving the methodologies involved in teaching and learning physics. The core idea of this study is to extract the research gaps on the usage of multimedia in the current knowledge delivery system of the physics domain to provide future research directions. Further, a bibliometric analysis comprises co-occurrence of keywords, citation, and co-citation using VOSviewer software. It is followed by content analysis to analyze the research method and multimedia tool used. The study outcome shows that most of the existing work found is Quasi-experimental design-based or qualitative design-based. The study outcome also highlights various themes of accepted papers and research gaps on the usage of multimedia in the knowledge delivery system of the physics domain.
This study sought to establish the effectiveness of Computer-Supported Collaborative Learning in improving student’s electricity conceptions among secondary schools in Arusha City through the exploratory research design. The study employed the electricity conceptual achievement tests (pre-test and post-test) within 196 sampled Form Two students. Data was analysed descriptively. The pre-test mean and standard deviation were 38.082 and 16.75719 respectively while the post-test mean scores and standard deviation results were 59.745 and 17.39898, respectively. The study detected deficiency in the understanding of concepts in the non-participatory teaching methods used before the intervention. After the intervention through the CSCL approach, the variations were detected in that students' understanding of concepts in electricity improved. This means that when technology is incorporated, students’ conceptual understanding is enhanced. The study recommends teachers to use digital pedagogical approaches such as CSCL to bring about better learning results.
This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.
In Rwanda, social, economic, and educational activities have recently been affected by the COVID-19 pandemic. After its outbreak, schools closed, and one of the alternatives opted for was online learning. This study assessed the satisfaction of school subject leaders (SSLs) and school leaders (SLs) with online learning and identified opportunities and challenges for the improvement of online learning. The study was guided by a professional development framework and design for online teaching. Data were gathered through an online survey and a Zoom meeting with 158 SSLs and 120 SLs purposively chosen from the University of Rwanda's continuous professional development (CPD). Findings indicated that the most commonly used materials are laptops and mobile phones, while the most entertaining activities include doing online quizzes and interactive discussions. Furthermore, the study revealed a high level of satisfaction with online facilitation, even though teachers still need support from facilitators. In addition, males are more motivated to continue with online learning than females. It was also revealed that both SSLs and SLs still have challenges in uploading assignments, contributing to forum discussions, and understanding the subject content. This study recommended the increase of videos, online quizzes, and face-to-face sessions to improve online learning.
The research on students’ perceptions after implementing a teaching style is recommended due to its potential to inform reformed education. The present study surveyed 319 students and revealed their perceptions of multimedia usage in teaching and learning quantum physics. Among these students, 156 were surveyed after learning quantum physics with a multimedia-aided method, while 163 were surveyed after learning with a lecture method. The piloting of the test used generated Cronbach alpha of .841 of internal consistency, and it contained quantitative Likert scale items and supporting qualitative items. The data were analyzed descriptively and inductively. Students taught by multimedia perceived quantum physics as easy, while those taught by lecture perceived it as difficult due to its abstractness and mathematics needs. Students preferred computer simulations, animations, and YouTube videos as interactive methods that fit quantum physics lessons. Students testified that a quantum physics course that uses visualization methods in some of its teachings is more interesting than a course taught without them. However, students in both classes concurred that their class was student-centered and full of demonstration. Recommendations related to teaching practices and future research foci were made. Keywords: lecture method, multimedia-aided method, student perceptions, quantum physics, Rwanda
<span lang="EN-US">With the growing revolution in the education system, imparting quality education has become a priority for instructors and students in any educational institution. The challenge grows high when it comes to teaching advanced subjects like quantum physics. The present study considered the case study of the University of Rwanda College of Education. It investigated the impact of current teaching methodologies and teaching staff and students’ perceptions in quantum physics for a quality knowledge delivery system. It employed a quantitative method of data collection. About 300 students and ten lecturers participated in this study. Data obtained from this study were analyzed using descriptive quantitative analysis. Students suggested that multimedia tools in teaching and learning quantum physics can improve the understanding of concepts and help solve complex mathematical problems in quantum physics. Likewise, the teaching staff finds quantum physics more comprehensive and effective when appropriate multimedia tools are used. The investigation outcome is meant multimedia utilization can improve quantum physics’ teaching and learning experience at Rwanda high educational institutions.</span>
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