Ezechiel Nsabayezu
6 Publications in AERD
Author Publications
Export PDFInvestigating the contemporary teaching approaches and technological integration in organic chemistry instruction in selected Rwandan secondary schools
By Ezechiel Nsabayezu
Effective organic chemistry instruction necessitates an adaptable approach that accommodates varied learning styles and improves students' comprehension of concepts. To attain this goal, teachers may employ visualization, molecular modeling, and interactive software to explain three-dimensional structures and spatial interactions. Thus, the objective of this research is to investigate present pedagogical methods and evaluate the use of technology in teaching organic chemistry in selected Rwandan secondary schools. This study adopted a convergent parallel research design, where both quantitative and qualitative data were collected simultaneously and analyzed separately. A sample of 60 chemistry teachers from two districts, one rural and one urban, and only five students were involved in the study. Quantitative data were gathered through the utilization of questionnaires, augmented by the comprehensive classroom observation protocol, recognized as the Teaching Dimensions Observation Protocol (TDOP). Qualitative insights, on the other hand, were acquired through structured interviews. The analysis of the data encompassed both descriptive and inferential statistics. The results showed that lecture while writing (LW) was the most widely used instructional method, accounting for 10.8% of cases, followed by Small group work/discussion SGW, with 10% of cases. In terms of technology integration in organic chemistry instruction, the use of instructional technology such as YouTube videos (M), simulations (SI) and websites (WEB) were found to be minimal, with 1, 2, and 1%, respectively. However, the inferential statistics revealed no significant difference in the use of technology in teaching organic chemistry between teachers depending on their location (rural vs. urban) (df = 1, p > .05) and gender (df = 1, p > .05). On the other hand, the study identified challenges including limited access to technology, underlining the importance of adequate technological resources and incorporating technology in organic chemistry instruction. It also advised employing novel teaching approach, like multimedia-supported flipped classroom approach, that can help to boost students' understanding of organic chemistry concepts.
Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda
By Ezechiel Nsabayezu
The current research strives for examining the power of utilizing computer-based simulations on students’ academic performance and their perceptions of organic chemistry after using computer-based simulations during their learning of organic chemistry. The study adopted mixed-method research. A total of 72 students whose ages range from 16 to 18 years old were included in this study and they were chosen from two secondary schools that have a combination where chemistry is taught in Gicumbi District in Rwanda. Two classes at every school were selected. One class functioned as the control group, and the other functioned as the experimental group. Their regular chemistry instructors that functioned as a facilitator in the research taught the units of organic Chemistry. Each experimental group and control group comprised 36 students, making a total of 72 students in both groups. Pre- and post-tests were given to all 72 students in both groups. The dependability coefficient for the quantitative data, which was 0.791, was determined using an organic chemistry test. However, qualitative data were collected from only 20 students from the experimental group of 36 students after using computer-based simulation. The analysis of quantitative data was done by using the Statistical Package for the Social Sciences (SPSS software) where the mean of marks, standard deviation and the t-test were computed to report the research questions and to test the hypothesis. The findings revealed that the mean marks of students taught the units of organic chemistry by using computer-based simulations were extensively greater than those taught without using computer-based simulations. The findings also indicated that the students had a positive reflection, and motivation, and their understanding was increased after using computer-based simulations. Therefore, it was recommended that computer-based simulations should be used to improve students’ learning of organic chemistry. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Exploration of Students’ Social Presence in Web-Based Discussion for Conceptual Learning of Organic Chemistry
By Aloys Iyamuremye
The current work reports the results of students’ social presence in web-based discussions for their conceptual learning of organic chemistry. The results in this study were collected from the examined students-students, students-instructor, and students-learning materials interactions via the designed web-based discussion. We created an online forum known as “Universal Chemistry Network” to enhance communication among students and teachers in organic chemistry classes. The population comprises four hundred thirty-two (432) 11th-grade students studying chemistry in these combinations. However, a sample of 138 chemistry students was purposively selected from 36 secondary schools located in Kicukiro District in Rwanda. A questionnaire composed of multiple-choice and open-ended questions and a chemistry achievement test were used to collect data. The obtained data were analyzed by using descriptive statistics, inferential statistics, and interpretive analysis. The results revealed that the use of web-based discussion is a potentially effective teaching method for enhancing student–student and student–teacher interactions in organic chemistry classes. Students appreciated this teaching and learning method as it helped them to search for additional information related to the subject taught and exchange ideas, knowledge, and experiences. The web-based discussion was also found to provide the students with the potential confidence and motivation to express easily their opinions. The repeated measures ANOVA showed that web-based discussion increases students’ academic performance in organic chemistry (p < 0.001, η= 0.406). However, there is no statistically significant difference in the mean score between males and females (p > 0.05, η= 0.27). The challenges faced by students during web-based discussions while learning organic chemistry were also examined. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.
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.
Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda
By Ezechiel Nsabayezu
Formative assessment supports teachers in recognizing students' learning strengths and shortcomings and enhancing teaching and learning approaches. The current study aims to examine the impact of digital-based formative assessment on students' learning of organic chemistry. In this study, a mixed research strategy was used. Students in senior five (year five secondary school level, or advanced secondary level) who study in a combination with chemistry as one of the major subjects were targeted. And their ages were ranging from 16 to 18. The sample size was 50 Participants, comprising 40 students and 10 chemistry teachers from Rwanda's Nyarugenge District who was picked at random. The qualitative data were gathered through interviews and analyzed using discourse and interpretive analysis approaches. During discourse analysis, the various ways in which students conversed were systematized in order to sort visible perceptions and initial points based on their understanding, and meanings were generated at a specific chronological moment. Students' experiences and perceptions of using digital-based formative assessment, as well as the associated challenges, were investigated and recorded while conducting interpretive analysis. While quantitative data were collected by administering achievement tests (pre- and post-test) and questionnaires to students, descriptive statistics were utilized 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 pre-and post-test. It was also discovered that students were happy with the usage of digital-based formative assessment, which enhanced their unique learning and increased students' information retention. The students expressed enthusiasm about learning organic chemistry. Teachers noted that they could send the assessment to students at any time and that students received timely formative feedback. Teachers were able to determine students' learning strengths and weaknesses. It was suggested that chemistry professors use digital-based formative assessments in organic chemistry to help students understand the subject. A slow internet connection and a lack of computers were among the difficulties noted. © 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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