Effect of Practice-Based Learning in Chemistry on Students’ Academic Performance in Rwanda

Abstract

This study sought to establish the effect of practice-based learning in Chemistry on students’ academic performance in Rwanda. The study used the quasi-experimental research design. The researchers used the pretest-posttest approach whereby prerequisite knowledge of students was tested prior to treatment. Thereafter, the control group was treated in a traditional approach of teaching using lecturing method while the experimental group was trained using the practice-based learning approach. After the teaching period, which took three weeks, students were given a week to prepare for a chemistry achievement test herein referred to as posttest. Results were analyzed and compared to measure the effect of practice-based learning among students in the experimental group. The study established that the experimental group which was taught through the problem-based approach performed better than the control group which was taught through the traditional learning approach. Therefore, practice-based learning significantly improved the performance of the learners. It is recommended that secondary school science teachers should take the advantage of practice-based learning to improve students’ performance in science subjects.