Banuza, Alexis
2 Publications in AERD
Author Publications
Export PDFVideo-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location
By Tugirinshuti, Gabriel Janvier
Educational literature is richly provided with research confirming the benefits of video-based multimedia (VBM) in education. So, understanding learners’ attitude about learning using video-based multimedia makes sense. A convergent parallel mixed methods research design was used to analyze and interpret learners’ attitudes in the context of learning astrophysics using video-based multimedia. The research involved 294 students (168 male and 126 female) of senior five (grade 11) who purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha=.87), a semi-structured interview, and class observation. Quantitative data were analyzed using descriptive statistics and t-test (P? 0.05 level of significance) while content analysis was employed to analyze qualitative data. The findings revealed that there is no significant difference between male and female attitudes towards the use of video-based multimedia in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results revealed some factors that affect learners’ attitudes towards learning astrophysics using video-based multimedia. Moreover, the findings recommend how the identified challenges could be alleviated not only in the Rwandan but in other science subjects worldwide. © 2022, Institute of Advanced Engineering and Science. All rights reserved.
Teacher Pedagogical Beliefs and Resistance to the Effective Implementation of Video-Based Multimedia in the Physics Classroom
By Tugirinshuti, Gabriel Janvier
This research aimed at investigating the influence of teachers' beliefs and the reasons behind their resistance to the effective integration of video-based multimedia (VBM) in physics classrooms. An explanatory research design following a pragmatic worldview was used in this study to investigate teachers' pedagogical beliefs and to examine the causes of their resistance to integrating VBM in the physics classroom. A purposive sampling method was used to select 47 physics teachers. Participants in this study were aged between 26 and 56 years old with an average teaching experience of 8.1 years. A questionnaire (Cronbach alpha = 0.85) was distributed to participants, followed by one-to-one interviews with randomly selected senior five physics teachers. Participants witnessed the effectiveness of using VBM in teaching physics. However, they still resisted incorporating it into teaching. Results revealed that the link between teachers' beliefs and their resistance to incorporating VBM in the teaching and learning of physics is quite strong. An investigation of how to address the factors that impede the effective incorporation of VBM in teaching and learning is highly recommended. © Author.
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