Byusa, Edwin

2 Publications in AERD

Author Publications

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.

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ISSUES IN SUBJECT COMBINATIONS CHOICE AT ADVANCED LEVEL SECONDARY SCHOOLS IN RWANDA

By Ndihokubwayo, Kizito

The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students' choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents' preferences. Therefore, students reported that they struggled to perform successfully at A' level while they used to perform well at the O' level. It was noticed that what some students learn at A' level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students' interests should be given preference than their performance.

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