Aloys Iyamuremye
7 Publications in AERD
Author Publications
Export PDFExploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development
By Theophile Nsengimana
Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness of teaching and learning of mathematics and science subjects, secondary schools’ teachers of the aforementioned subjects have been involved in the development of the scripted lessons. This study investigates the skills gained by mathematics and science instructors through the preparation of scripted lessons for continuous professional development. Data were gathered using a qualitative design through rating questionnaire made of Likert-scale and of open-ended questions. Only mathematics and science teachers who developed scripted lessons were targeted for the study. The interpretive technique was employed to analyze findings. Results showed the improved teachers’ subject content knowledge, pedagogical understanding, lesson planning, and collaborative skills. These acquired knowledge and skills improved their instructional efficacy as well as students’ learning results. The study recommends the involvement of teachers in the development of the CPD programme materials to help them gaining more knowledge and skills. Further, additional research is needed to investigate the long-term impact of involving teachers in CPD programme activities. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
Investigating chemistry teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry in selected Rwandan secondary schools
By Aloys Iyamuremye
Teachers' technological, pedagogical, and collaborative skills are key factors in improving students' learning outcomes. However, some teachers are still unaware of how these skills can be used to enhance their teaching . The current study aims to assesses secondary school chemistry teachers' technological, pedagogical, and collaborative skills of utilizing web-based discussion tools in teaching organic chemistry. The study sampled 133 chemistry teachers from Kamonyi and Gasabo districts, Rwanda. A mixed-method approach was employed. The quantitative results did not find a statistically significant difference in teachers' technological skills, pedagogical, and collaborative skills of using web-based discussion tools based on schools location, school ownership, and gender with a p-value of 0.81, 0.093, and 0.065, respectively. However, the results revealed a statistically significant difference of these skills with regard to their age and working experience in favor of younger teachers aged between under 25 years and less experienced teachers with working experience between 1-3 years with p < 0.001 129 and p < 0.005, respectively. The qualitative results discovered two main themes that are teachers with strong pedagogical and collaborative skills, and those that need intervention. Therefore, it highlights the importance of targeted training to improve teachers' skills in using web-based discussion tools not only in chemistry lessons but also in the other subjects. PUBLIC INTEREST STATEMENT This study explores how chemistry teachers in the selected Rwandan secondary schools use web-based discussion tools to teach organic chemistry. It focuses on their technological, pedagogical, and collaborative skills, which are essential for improving student engagement and understanding of complex scientific concepts. The research demonstrated the level of teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry. In addition, it highlights the challenges teachers face, such as limited digital infrastructure and the need for better training in integrating technology into their teaching methods. By identifying these issues, the study provides recommendations for enhancing teacher skills through professional development and improving educational practices of using web-based tools. The findings are particularly relevant for improving science education in developing countries, where technology can bridge learning gaps and create more interactive, collaborative learning environments.
Web-based discussion in teaching and learning organic chemistry: a scoping literature review on its current trends, cognitive, social, and teaching aspects
By Aloys Iyamuremye
Web-based discussion tools have emerged as valuable platforms in teaching and learning chemistry. Despite the increasing use of web-based discussion tools, their effectiveness in enhancing cognitive, social, and teaching aspects of organic chemistry remains underexplored. Therefore, this review aims to address the gap by synthesizing relevant literature on these key dimensions. The study adopted a scoping review literature for comprehensively mapping, exploring, and clarifying the existing body of literature. PRISMA was used to extract 57 kinds of literature from electronic databases that are Scopus, ISI, Google Scholar, ERIC, Web of Science, academia, and digital citation. Descriptive statistics was used to analyze current trends and cognitive aspects while thematic analysis was used to analyze social and teaching aspects. The results revealed that web-based discussion tools are predominately used predominantly utilized at the university level (52%) compared to secondary schools (48%) and are more common in developed countries than in least developed ones. Moreover, the study revealed that web-based discussion tools have a positive impact on fostering students' conceptual understanding and interaction through the proper guidance of teachers. However, some critical issues such as poor internet, quality of discussion, lack of hands-on experience, complexity of molecular structures, and lack of tactile learning were identified as challenges hindering the effective implementation of web-based discussion tools. PUBLIC INTEREST STATEMENTThis paper explores how web-based discussions are transforming the teaching andlearning of organic chemistry, a subject known for its complexity and challenges. Byreviewing current trends, we highlighted the cognitive and social benefits of usingdigital platforms in education. These online discussions not only encourage students toengage with difficult concepts but also foster collaboration among peers and enhancecritical thinking skills. In resource-limited settings, web-based learning offers innovativesolutions to improve educational access and quality. Our findings suggest that incorpo-rating technology into chemistry education can create more interactive and effectivelearning environments, ultimately helping students better understand essential scien-tific principles. This research underscores the importance of adapting teaching methodsto modern technologies, which can benefit both teachers and students.
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.
Exploration of Students’ Social Presence in Web-Based Discussion for Conceptual Learning of Organic Chemistry
By Aloys Iyamuremye
The current work reports the results of students’ social presence in web-based discussions for their conceptual learning of organic chemistry. The results in this study were collected from the examined students-students, students-instructor, and students-learning materials interactions via the designed web-based discussion. We created an online forum known as “Universal Chemistry Network” to enhance communication among students and teachers in organic chemistry classes. The population comprises four hundred thirty-two (432) 11th-grade students studying chemistry in these combinations. However, a sample of 138 chemistry students was purposively selected from 36 secondary schools located in Kicukiro District in Rwanda. A questionnaire composed of multiple-choice and open-ended questions and a chemistry achievement test were used to collect data. The obtained data were analyzed by using descriptive statistics, inferential statistics, and interpretive analysis. The results revealed that the use of web-based discussion is a potentially effective teaching method for enhancing student–student and student–teacher interactions in organic chemistry classes. Students appreciated this teaching and learning method as it helped them to search for additional information related to the subject taught and exchange ideas, knowledge, and experiences. The web-based discussion was also found to provide the students with the potential confidence and motivation to express easily their opinions. The repeated measures ANOVA showed that web-based discussion increases students’ academic performance in organic chemistry (p < 0.001, η= 0.406). However, there is no statistically significant difference in the mean score between males and females (p > 0.05, η= 0.27). The challenges faced by students during web-based discussions while learning organic chemistry were also examined. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.
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.
Online periodic table of elements to support students’ learning of trends in properties of chemical elements
By Ezechiel Nsabayezu
The Online Periodic Table of Elements (Ptable) is a Wikipedia-linked periodic table that displays a list of chemical elements organized by atomic number, electronic configuration, and recurring chemical properties. Elements are listed in reading order, increasing in atomic number, in their most basic form. The current study seeks to assess the impact of Ptable on students' understanding of trends in the properties of chemical elements. A mixed research strategy was used in this study. Chemistry students in grade eight (senior two) were selected to participate in this study. The sample size was 46 participants, with 38 students and 8 chemistry teachers chosen at random from two secondary schools in Bugesera District, in Rwanda. Interviews were used to collect qualitative data, which was then analyzed using discourse and interpretive analysis approaches. While quantitative data were collected by giving students achievement tests (pre- and post-test) and questionnaires, descriptive statistics were used 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 the pre-and post-test, but no statistical difference between male and female students' academic performance. It was also discovered that students were pleased with the use of Ptable, which improved their learning and knowledge retention about trends in the properties of chemical elements. Teachers mentioned that Ptable is effective to teach trends in the properties of chemical elements. Among the difficulties noted were a slow internet connection and a limited number of computers. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.