Aline Dorimana

2 Publications in AERD

Author Publications

Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education

By Aline Dorimana

This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden’ that many girls carry. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Enhancing Upper Secondary Learners' Problem-solving Abilities using Problem-based Learning in Mathematics

By Aline Dorimana

Developing problem-solving abilities is a major objective of learning mathematics at school. However, learners' problem-solving abilities are still critical. The main purpose of this study was to investigate how the problem-based learning model could enhance learners' problem-solving abilities in mathematics. The study used quasi-experimental research with one group pre-test-post-test design. The population in this study consisted of fifty-four grade eleven learners (aged between 16 to 19 years old) from one school in Kayonza District in Rwanda. Data were collected using mathematical problem-solving tests and interviews and were analysed using paired t-tests for dependent sample means and descriptive analysis. The study results indicate that problem-based learning potentially impacts learners' problem-solving abilities. It is shown from learners' work in problem-solving that all indicators of problem-solving abilities, namely understanding the problem, planning ways to approach the problem, monitoring the progress while tackling the problem and reviewing the solution process, emerged as being fairly well improved. In addition, based on the interview results from some learners and their teachers, they like the PBL model because embedded tasks helped them to apply the knowledge that can improve their reasoning, creativity and thinking capability. The study recommends that schools encourage teachers to adopt PBL for enhancing learners' problem-solving abilities. Additionally, researchers are urged to use findings from this study as a reference for further research. Furthermore, researchers could conduct similar research on a large scale using different methodologies. © 2022 Society for Research and Knowledge Management. All rights reserved.

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