Byukusenge, Celine
3 Publications in AERD
Author Publications
Export PDFTeacher 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/ )
Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators
By Ndihokubwayo, Kizito
In improving learning outcomes in education, we found a gap in available standard protocols to analyze pedagogical documents such as lesson plans. This study is a product of validated and reliable Lesson Plan Analysis Protocol (LPAP) supporting education stakeholders to get insight into the lesson plans (LPs) used in schools. The LPAP was found to be a valid and reliable tool that education evaluators can use to strengthen effective teaching in all grades of education. The protocol can also serve as teacher self-evaluation before lesson delivery. After validating it, we collected lesson plans to testing its usability and a qualitative survey for its inclusivity. We analyzed 36 among many collected lesson plans in two stages. We showed how to analyze averages for each of 27 LPAP items and how to analyze the mean scores for each lesson plan. We again collected reflection information from six researchers and found them appreciating the tool. Thus, LPAP is a useful tool to analyze taught or untaught lesson plans from any country and with any lesson plan format as it reserved some flexibilities to be modified to fit the context.
Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers' perceptions of causes and remedies
By Byukusenge, Celine
Literature affirms that teachers' difficulties in mastering the subject content and its teaching can be responsible for students' negative attitudes towards that subject. The present study sought to explore biology topics in the revised Rwandan curriculum which teachers have difficulties in teaching, the reasons for their difficulties, and ways to improve teaching and learning of such topics. Data were collected from a sample of 67 teachers who agreed to join the survey, and analysed both quantitatively and qualitatively. The results showed that 17 topics were considered difficult to teach and to learn. Molecular biology and biotechnology-related topics such as genetic engineering, gene technology, genetics, cell division, DNA replication, and protein synthesis were perceived as the most difficult to teach and learn. Teachers indicated a lack of content knowledge and visual teaching materials, inability to organise practical activities, overloaded curriculum, and the topics' abstractness to be among the reasons for the difficulty. Teachers suggested the use of virtual labs, 3D animations, provision of laboratory materials, reduction of the curriculum content, training and study visits as the practical options to alleviate the difficulties. Furthermore, the authors recommended different teachers' professional development approaches and areas of focus for future research
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