Agnes Mbonyiryivuze

2 Publications in AERD

Author Publications

Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda

By Ezechiel Nsabayezu

The current research strives for examining the power of utilizing computer-based simulations on students’ academic performance and their perceptions of organic chemistry after using computer-based simulations during their learning of organic chemistry. The study adopted mixed-method research. A total of 72 students whose ages range from 16 to 18 years old were included in this study and they were chosen from two secondary schools that have a combination where chemistry is taught in Gicumbi District in Rwanda. Two classes at every school were selected. One class functioned as the control group, and the other functioned as the experimental group. Their regular chemistry instructors that functioned as a facilitator in the research taught the units of organic Chemistry. Each experimental group and control group comprised 36 students, making a total of 72 students in both groups. Pre- and post-tests were given to all 72 students in both groups. The dependability coefficient for the quantitative data, which was 0.791, was determined using an organic chemistry test. However, qualitative data were collected from only 20 students from the experimental group of 36 students after using computer-based simulation. The analysis of quantitative data was done by using the Statistical Package for the Social Sciences (SPSS software) where the mean of marks, standard deviation and the t-test were computed to report the research questions and to test the hypothesis. The findings revealed that the mean marks of students taught the units of organic chemistry by using computer-based simulations were extensively greater than those taught without using computer-based simulations. The findings also indicated that the students had a positive reflection, and motivation, and their understanding was increased after using computer-based simulations. Therefore, it was recommended that computer-based simulations should be used to improve students’ learning of organic chemistry. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda

By Ezechiel Nsabayezu

Formative assessment supports teachers in recognizing students' learning strengths and shortcomings and enhancing teaching and learning approaches. The current study aims to examine the impact of digital-based formative assessment on students' learning of organic chemistry. In this study, a mixed research strategy was used. Students in senior five (year five secondary school level, or advanced secondary level) who study in a combination with chemistry as one of the major subjects were targeted. And their ages were ranging from 16 to 18. The sample size was 50 Participants, comprising 40 students and 10 chemistry teachers from Rwanda's Nyarugenge District who was picked at random. The qualitative data were gathered through interviews and analyzed using discourse and interpretive analysis approaches. During discourse analysis, the various ways in which students conversed were systematized in order to sort visible perceptions and initial points based on their understanding, and meanings were generated at a specific chronological moment. Students' experiences and perceptions of using digital-based formative assessment, as well as the associated challenges, were investigated and recorded while conducting interpretive analysis. While quantitative data were collected by administering achievement tests (pre- and post-test) and questionnaires to students, descriptive statistics were utilized to analyze them using a Statistical Package for Social Sciences (SPSS). According to the findings of this study, there was a statistical difference in student performance between pre-and post-test. It was also discovered that students were happy with the usage of digital-based formative assessment, which enhanced their unique learning and increased students' information retention. The students expressed enthusiasm about learning organic chemistry. Teachers noted that they could send the assessment to students at any time and that students received timely formative feedback. Teachers were able to determine students' learning strengths and weaknesses. It was suggested that chemistry professors use digital-based formative assessments in organic chemistry to help students understand the subject. A slow internet connection and a lack of computers were among the difficulties noted. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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