Evode Mukama
3 Publications in AERD
Author Publications
Export PDFContributions of GeoGebra software within the socio-cultural proximity on enhancing students’ conceptual understanding of mathematics
By Jean-Baptiste Ndagijimana
This study examines the effectiveness of GeoGebra in enhancing students’ conceptual understanding of points, lines, and angles within a socio-cultural learning context. A quasi-experimental, nonequivalent pretest-posttest design was utilized, involving 279 first-year secondary school students from four public schools in Rwanda. Participants were divided into two groups: a control group of 148 students and an experimental group of 131 students. The control group received traditional instruction, with teachers providing explanations and exercises on the blackboard. In contrast, the experimental group learned the same content using GeoGebra within a smart classroom environment. Results showed that students in the experimental group significantly outperformed those in the control group (p <.001), suggesting that GeoGebra, when integrated within a socio-cultural learning context, can effectively enhance students’ understanding of mathematical concepts. The study recommends that mathematics educators incorporate GeoGebra software geometry education. The study also acknowledges the potential limitations such as the need for further research to explore the long-term effects of using GeoGebra software in mathematics education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education
By Leonard Nungu
This study aims to investigate how online collaboration can support the learning of science, technology, engineering, and mathematics (STEM) in higher education. Empirical data were collected from 88 postgraduate students studying at the African Centre of Excellence for Innovative Teaching Learning Mathematics and Science (ACEITLMS) using online oral interviews and two five-point Likert scale questionnaires. Interviews were analysed through content analysis while data from the questionnaire were scanned through the Statistical Package for Social Scientists (SPSS) to compute descriptive statistics and Spearman rho correlation coefficient. The findings indicate that online collaborative learning through small group discussions prompt knowledge co-construction, and higher-order thinking skills in STEM subjects. Moreover, the findings demonstrate how several electronic multimedia tools (PhET simulations, animations, YouTube videos) can increase student retention and engagement in learning STEM. Though the students reported that they experienced challenges such as poor internet connection, lack of laboratory work, electricity shortage, and limited ICT skills, they managed to complete STEM learning activities by using free virtual laboratories, portable tethering hotspots from their smartphones, and smartphones where power was a problem and learnt the navigation of ICT tools from their peers. The study found moderate positive Spearman rho correlation coefficient, rs= 0.69 , P< 0.01 which explains that 69% of the total variance in the students’ successful performance is explained by the two variables, i.e., social and cognitive presence. The study recommends more training for course instructors and students. Efforts should be put in place to focus on ICT manipulation and curating interactive content. The researchers acclaim the expansion of internet coverage in University of Rwanda campuses. This action will enhance online and blended learning. Moreover, the study recommends the integration of ICT and the use of multimedia tools such as Bio-interactive and Physics Education Technology (PhET) interactive simulations in STEM subjects as supplementary resources. These tools support cognitive and affective domains in the teaching and learning process. Furthermore, universities can reduce the problem of expensive and inadequate laboratory equipment by adopting the use of virtual laboratories, especially for online STEM lessons. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Online periodic table of elements to support students’ learning of trends in properties of chemical elements
By Ezechiel Nsabayezu
The Online Periodic Table of Elements (Ptable) is a Wikipedia-linked periodic table that displays a list of chemical elements organized by atomic number, electronic configuration, and recurring chemical properties. Elements are listed in reading order, increasing in atomic number, in their most basic form. The current study seeks to assess the impact of Ptable on students' understanding of trends in the properties of chemical elements. A mixed research strategy was used in this study. Chemistry students in grade eight (senior two) were selected to participate in this study. The sample size was 46 participants, with 38 students and 8 chemistry teachers chosen at random from two secondary schools in Bugesera District, in Rwanda. Interviews were used to collect qualitative data, which was then analyzed using discourse and interpretive analysis approaches. While quantitative data were collected by giving students achievement tests (pre- and post-test) and questionnaires, descriptive statistics were used to analyze them using a Statistical Package for Social Sciences (SPSS). According to the findings of this study, there was a statistical difference in student performance between the pre-and post-test, but no statistical difference between male and female students' academic performance. It was also discovered that students were pleased with the use of Ptable, which improved their learning and knowledge retention about trends in the properties of chemical elements. Teachers mentioned that Ptable is effective to teach trends in the properties of chemical elements. Among the difficulties noted were a slow internet connection and a limited number of computers. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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