Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate

Nsengimana, Theophile; Mugabo, Leon Rugema; Ozawa, Hiroaki; Nkundabakura, Pheneas

doi:10.1080/18117295.2021.1888020

Cited by 15 publications

(14 citation statements)

References 19 publications

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“…From the consulted literature, it was found that many teachers claim the use of active teaching methods thoughthey do not apply them in the teaching process (Byusa et al, 2020a;Nsengimana et al, 2021). The findings from this study are in agreement with what has been found in the literature.…”

Section: Discussionsupporting

confidence: 90%

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Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

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Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

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Section: Discussionsupporting

confidence: 90%

“…However, they are supposed to adapt and develop teaching methods based on their needs (Kousa et al, 2018). Also, the shortage of suitable teaching materials, especially in day schools, particularly nine years of basic education schools, constitutes the biggest challenge (Nsengimana et al, 2021;Nsengimana, 2021).…”

Section: Research Problemmentioning

confidence: 99%

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Musengimana

Kampire

Ntawiha

2021

IJLTER

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“…The findings on the shortage of instructional materials concur with a study conducted by Mugabo et al (2021) in Rwanda and Makunja in Tanzania (2016) where inadequate text books reference materials and syllabus information were indicated as a major challenge in a new curriculum. It should be noted that resources are vital in curriculum management since the success largely depends on available resources in a school.…”

Section: Discussionsupporting

confidence: 84%

Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

Aheisibwe

Barigye²

2023

East Afr. j. educ. stud.

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The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to

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“…In Rwanda it was found by Nsengimana, Mugabo, Ozawa and Nkundabakura (2021) that effective implementation of CBET in universities was due to adoption of technology and visual media. With the study by Nsengimana, Mugabo, Ozawa and Nkundabakura (2021) it was misacted that visual media speak a millions of words than words that were the reason why effective implementation and quick adoption of CBET was sustained in Rwanda. The study was furthermore descriptive from which statistical tools including standard deviation; variance, mean and coefficient of skeweness were employed.…”

Section: Empirical Literature Reviewmentioning

confidence: 99%

Factors Contributing to Effective Implementation of Competence Based Education and Training : A moderating effect of Information and Communication Technology; A Case of Selected VET and NACTE Colleges in Mbeya-Tanzania

Stephen¹

2022

IJMHRR

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The study aimed at assessing the factors for effective implementation of competence Based Education and Training (CBET) where Information and Communication Technology (ICT) was a mediating variable. The study was carried out in Mbeya from four selected VET and NACTE Colleges including Kyela Polytechnic College; VET and NACTE College; VET-Mbeya Zonal Office; and KAP’S Community Development Institute. The causal-effect design was applied while cluster sampling was used to drive to 300 sample of Tutors, Principals, Deputy Principal- Academic, Registrars and management from a total of 1,200. Data from the obtained sample frame was collected using questionnaire. The collected data were subjected to data cleaning and normality testing. Moreover the cleaned data were subjected for factor analysis, reliability and validity testing through SEM employment. From the analysis, it was found that ICT positively and significantly moderate students’ centered teaching curriculum, learning by doing and discoveries in effective and quick adoption and implementation of CBET. It is from this innovation what this study recommends that VET and NACTE Colleges have to adopt and use ICT technologies for quick and effective implementation of CBET.

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Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate

Cited by 15 publications

References 19 publications

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

Factors Contributing to Effective Implementation of Competence Based Education and Training : A moderating effect of Information and Communication Technology; A Case of Selected VET and NACTE Colleges in Mbeya-Tanzania

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