Celestin Ntivuguruzwa
6 Publications in AERD
Author Publications
Export PDFLesson plan analysis protocol in assessing mathematics and science lessons
By Habiyaremye Hashituky Telesphore
Lesson planning is important in an educational setting. This study assessed how Rwandan tutors and teachers prepare lesson plans (LPs) before implementing them in a classroom. We employed a current and standard lesson plan analysis protocol (LPAP) developed by researchers from Rwanda to code data. We collected a representative sample of 119 mathematics and science subject lesson plans from teacher training college tutors and secondary school teachers for analysis to serve its usability. The study results revealed that only 11% of collected LPs were teachable as they were rated in both a good (70-79% scores) and very good (80-89% scores) range of LPAP interpretation. It was also found that the special education needs, lesson approaches, and lesson evaluation components got low mean scores (below 50%). These components were not given appropriate attention in developed LPs. Therefore, this study suggests that tutors and teachers build a quality lesson plan based on the standard LPAP. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors
By Hashituky Telesphore Habiyaremye
The current study aimed to sightsee the effectiveness of Mathematical knowledge for teaching (MKT) through lesson planning and technological pedagogical content knowledge (TPACK) on Rwandan mathematics tutors in teachers' training colleges. A quasi-experimental research design was used with a control and an experimental group. The experimental group received the intervention on developing MKT through the lesson plan and TPACK, while the control group used a standardized format lesson plan templates as their primary method for preparing instructional materials. In both groups, we analyzed 88 lesson plans in three stages (before, during, and after intervention). The collected lessons were analyzed using a standardized and validated Lesson Plan Analysis Protocol (LPAP). The result revealed that, before the intervention, teachers in both groups struggled with preparing an effective lesson, with an average of 57.8% and 54% in the control and experimental groups, respectively, indicating that the prepared lesson could not be effectively taught. During the intervention, tutors in the experimental group were facilitated to improve their lesson preparation. In this regard, the average was increased to 61.37% in the experimental group, compared to 57.67% in the control group. Moreover, the post-intervention results revealed significant divergence in the two groups' performance, with an average of 82.40% (indicating a very good lesson plan that can be taught) in the experimental group and 59.73% (a fair lesson plan) in the control group. The inferential results showed a statistically significant difference in lesson preparation between Mathematics tutors in the experimental and control groups (p < 0.05) in favor of the experimental group during and after intervention. The research underscores the need for educational stakeholders and continuous professional development organizers to incorporate TPACK in lesson planning during teacher training to promote a more comprehensive and forward-looking approach to tutor preparation.
Enhancing teachers' and students' conceptual understanding of physics through smart classrooms and comprehensive assessment management information system
By Jean Nepomuscene Twahirwa
This study investigates the effects of smart classrooms, comprehensive assessment management information systems, and remediation teaching techniques on teachers 'and student's conceptual understanding of physics. The participants included 67 students from Senior One, Senior Two, and Senior Three, purposively sampled from G.S Mushongi in Kirehe district, along with 40 physics teachers selected purposively from the same district. Data was collected using two instruments: the Physics Achievement Test and the Teacher Mixed Multiple-Choice Questionnaire. Both students and teachers underwent remediation and training, respectively. The study focuses on taught specific physics units for each grade level: Current Electricity and Qualitative Analysis of Linear Motion for Senior One; Magnetism and Demagnetization and Reflection of Light in Curved Mirrors for Senior Two; and Heat Transfer and Quantity of Heat, Renewable Energy and Non-Renewable Energy, and Introduction to Electromagnetic Induction for Senior Three. Descriptive and inferential statistics were computed to analyze the data, and the results were presented using tables and figures created using Microsoft Excel and Origin version 2019b software. For Senior-One, Senior-Three students, the post-test scores demonstrated a highly statistically significant improvement (p < .001), suggesting that the remediation positively influenced their performance. However, for Senior Two students, the data analysis did not show any statistically significant improvement in their performance after remediation (p > .05). The results indicated a significant difference after training (p < .001) for the teachers. This research highlights the importance of targeted remediation and smart classrooms in enhancing academic performance and teachers' perceptions.
Development and Validation of a Concept Inventory for Interpreting Kinematics Graphs in the Tanzanian Context
By Beni Mbwile
This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma college tutors, and a university lecturer from Tanzania. We developed 25 multiple-choice questions for interpreting kinematics graphs. The different steps in the development process used are selecting the topic, setting objectives, constructing questions, validating questions, and reliability testing. We carried out descriptive and inferential statistical analysis by using Statistical Package for Social Science (SPSS) version 22 followed by item analysis for pre-and post-piloting. Findings revealed normal distribution scores with a mean and standard deviation of 39.28±10.893 for pre-piloting and 40.16±8.08 for post-piloting. It also revealed no significant difference between pre-and post-piloting results with a p-value of 0.414. In addition, correlation coefficients for test re-test reliability were .783 and .878 for single and average measures respectively. Moreover, item analysis in terms of difficulty index, discrimination index, and distractor efficiency agreed with the published standards. Based on these findings, the study recommends the use of developed and validated kinematics graphs concept inventory by physics educators in both research and classroom instructions in the Tanzanian context. © 2023 The Author(s).
Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania
By Beni Mbwile
This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers' training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from two selected diploma colleges were involved in the study. Data were collected using tutors' interviews and pre-service teachers' focus group discussions. Analysis of data was carried out by using the deductive thematic analysis technique.The findings revealed that these physics tutors and pre-service teachers understand concept inventory as a question-and-answer assessment strategy and as a criterion-referenced test. It was also revealed that both groups were not familiar with the format and examples of concept inventory tests found in physics. Moreover, the findings indicated that participants were conducting diagnostic assessments by using other forms of assessment tools apart from concept inventories. The assessment practices were dominated by traditional assessment methods such as written tests and examinations. The study concluded that assessments through concept inventories remain a big challenge to the participants. The study recommends providing in-service training for physics tutors on the use of concept inventory for effective assessments of pre-service teachers and training the latter on how to use concept inventories.
Rwandan teacher training college's mathematics teachers' pedagogical content knowledge for teaching: assessment toward competency-based curriculum
By Hashituky Telesphore Habiyaremye
IntroductionTeachers' knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers' mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability.ResultsThe findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics.DiscussionSuch a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.
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