Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test

Ndihokubwayo, Kizito; Nyirahabimana, Pascasie; Musengimana, Théophile

doi:10.12973/eu-jer.10.2.525

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…Most of the learners were not interested and were absent minded. Normally, teaching Physics should require a teaching approach that engages learners actively to work cooperatively and construct knowledge themselves instead of the way of memorization (Duran & Duran, 2004;Ndihokubwayo et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

Nkurikiyimana

Uwamahoro

Ndihokubwayo

2022

PEC

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This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E’s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E’s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers’ training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers’ ability to apply 5E’s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E’s educational model. The main findings from this study revealed that 5E’s educational model is more effective in stimulating students’ motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students’ active learning. Keywords: active learning of mechanics, 5E's educational model, classroom observation, physics students, secondary school, Rwanda

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Section: Discussionmentioning

confidence: 99%

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

Nkurikiyimana

Uwamahoro

Ndihokubwayo

2022

PEC

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“…In the latter study, the students were motivated during learning through the teaching and learning bucket model. This is a lecturer backing and learners owning learning model (Ndihokubwayo et al, 2021) interested students in collaboratively constructing improvised materials (Ndihokubwayo et al, 2019) and presenting their outcome to the whole class. Kibga et al's (2021) study showed a significant increase in students' curiosity among secondary schools in Tanzania due to the implementation of handson activities as an instructional strategy.…”

Section: Introductionmentioning

confidence: 99%

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Mukagihana

Nsanganwimana

Aurah

2021

LUMAT

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Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

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“…According to numerous earlier research, this issue is connected to the general learning challenges that students encounter when studying mechanics topics. Some of them highlighted the inability of traditional instruction to remove students' misconceptions related to kinematics (Kibirige & Lehong, 2016;Kirya et al, 2021;Ndihokubwayo et al, 2021;Pineda, 2020) and others on conceptual learning in motion-related topics in general (Buber & Unal, 2017;Docktor et al, 2015;Kirya et al, 2022;Lestari & Mansyur, 2021). However, in many studies, little focus is put on the connection between conceptual learning and graph skills in the topic of kinematics including projectile motion.…”

Section: Introductionmentioning

confidence: 99%

Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion

Uwayezu,

Yadav

2023

Journal of Mathematics and Science Teacher

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This study intended to assess the extent to which computer-simulated teaching tools influence Rwandan senior four students’ understanding of graphs of projectile motion. Two schools were purposively selected, and 54 students were grouped in the control and experimental groups. Students’ scores on a multiple-choice test were collected and analyzed using frequencies and inferential statistics. Results showed that students in the experimental group got the average normalized gain in the medium range, t(36)=3.944, p<0.01 whereas in the control group it was in the low range, t(16)=1.788, p>0.05. It was found that students in the experimental group improved their understanding of graphs of projectile motion better than students who were taught using traditional methods, t(52)=-2.194, p=0.033. The study shows that using computer-simulated teaching tools influences positively students’ understanding of graphs of projectile motion. The use computer-simulated teaching tools in teaching projectile motion is recommended for physics teachers and further studies.

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Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test

Cited by 7 publications

References 25 publications

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion

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