Batamuliza, Jane

2 Publications in AERD

Author Publications

INTEGRATION OF INTERACTIVE COMPUTER SIMULATIONS IN TEACHING AND LEARNING CHEMICAL REACTION: STUDENTS’ PERFORMANCE AND CONCEPT RETENTION

By Batamuliza, Jane

This current study presents the effects of interactive computer simulations on students’ performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with a sample population of 320. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The participating students were in grade 8. The collected data was analyzed in MS Excel and SPSS. The independent sample t-tests were computed to compare the groups and reveal the effectiveness of interactive computer simulations. After the intervention, the experimental groups’ post-test means achievement scores of (8.67) were higher than that of the control groups (6.69). The difference between the two mean scores was statistically significant: t (318) = 6.3, p=.000. The experimental group also had higher mean post-retention-test scores of (M = 8.07, α =.29) than that of the control group (M =5.58, α =.19) which was statistically significant at t (318) = 7.28, p =.000. Therefore, it is concluded that interactive computer simulations enhance students’ performance and improve their concept retention. The study recommends that simulations should be used to supplement the teaching and learning of chemistry and other science subjects in general. © (2024), (OmniaScience). All rights reserved.

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Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic Education project

By Nkundabakura, Pheneas

The Rwanda Quality Basic Education for Human Capital De-velopment (RQBEHCD) project is financed by Word Bank Group through the Government of Rwanda and was em -barked on in 2020. It aimed to provide the necessary sup-port to upper primary and lower secondary school teachers and equip them with enough content knowledge, lab skills, pedagogy, and the use of technology in teaching. The dataset presented here comprises data collected from teachers se-lected in the ten districts of Rwanda. Data were collected in three ways: (a) teachers' performance in mathematics and science subjects, (b) teachers' beliefs, and (c) classroom ob-servation. Both quantitative and qualitative approaches were used to collect data. Data were collected before and after delivering Continuous Professional Development (CPD) train-ing on Teacher Pedagogical Content Knowledge and the use of modernized tools and approaches. The data were gath-ered between July 2021 and June 2022, and teachers received the CPD training from August 2021 to April 2022. Teachers' performance data in mathematics and science subjects were collected from 657 lower secondary and 290 upper primary teachers using the teachers' performance achievement test, while beliefs data were collected from 691 secondary and 290 primary teachers using the attitude test. Furthermore, 659 lower secondary and 300 upper primary Mathematics and Science teachers were observed using the Kobo-toolbox-generated Classroom-Based Monitoring and Evaluation Tool (CMET). This data article explains how we created, collected, and analyzed data for the study. Thus, this dataset is pre-sented in the form of raw and analyzed data. The presented data provide information teachers' performance and beliefs in Mathematics and Science; it also enables researchers to reanalyze it based on the variables of interest. In addition, it provides a broad overview of the impact of CPD on teaching mathematics and Science in primary and secondary schools to policymakers, educators, researchers, and other stakehold-ers.(c) 2022 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license( http://creativecommons.org/licenses/by/4.0/ )

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