Francois Niyongabo Niyonzima
4 Publications in AERD
Author Publications
Export PDFInvestigating chemistry teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry in selected Rwandan secondary schools
By Aloys Iyamuremye
Teachers' technological, pedagogical, and collaborative skills are key factors in improving students' learning outcomes. However, some teachers are still unaware of how these skills can be used to enhance their teaching . The current study aims to assesses secondary school chemistry teachers' technological, pedagogical, and collaborative skills of utilizing web-based discussion tools in teaching organic chemistry. The study sampled 133 chemistry teachers from Kamonyi and Gasabo districts, Rwanda. A mixed-method approach was employed. The quantitative results did not find a statistically significant difference in teachers' technological skills, pedagogical, and collaborative skills of using web-based discussion tools based on schools location, school ownership, and gender with a p-value of 0.81, 0.093, and 0.065, respectively. However, the results revealed a statistically significant difference of these skills with regard to their age and working experience in favor of younger teachers aged between under 25 years and less experienced teachers with working experience between 1-3 years with p < 0.001 129 and p < 0.005, respectively. The qualitative results discovered two main themes that are teachers with strong pedagogical and collaborative skills, and those that need intervention. Therefore, it highlights the importance of targeted training to improve teachers' skills in using web-based discussion tools not only in chemistry lessons but also in the other subjects. PUBLIC INTEREST STATEMENT This study explores how chemistry teachers in the selected Rwandan secondary schools use web-based discussion tools to teach organic chemistry. It focuses on their technological, pedagogical, and collaborative skills, which are essential for improving student engagement and understanding of complex scientific concepts. The research demonstrated the level of teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry. In addition, it highlights the challenges teachers face, such as limited digital infrastructure and the need for better training in integrating technology into their teaching methods. By identifying these issues, the study provides recommendations for enhancing teacher skills through professional development and improving educational practices of using web-based tools. The findings are particularly relevant for improving science education in developing countries, where technology can bridge learning gaps and create more interactive, collaborative learning environments.
Web-based discussion in teaching and learning organic chemistry: a scoping literature review on its current trends, cognitive, social, and teaching aspects
By Aloys Iyamuremye
Web-based discussion tools have emerged as valuable platforms in teaching and learning chemistry. Despite the increasing use of web-based discussion tools, their effectiveness in enhancing cognitive, social, and teaching aspects of organic chemistry remains underexplored. Therefore, this review aims to address the gap by synthesizing relevant literature on these key dimensions. The study adopted a scoping review literature for comprehensively mapping, exploring, and clarifying the existing body of literature. PRISMA was used to extract 57 kinds of literature from electronic databases that are Scopus, ISI, Google Scholar, ERIC, Web of Science, academia, and digital citation. Descriptive statistics was used to analyze current trends and cognitive aspects while thematic analysis was used to analyze social and teaching aspects. The results revealed that web-based discussion tools are predominately used predominantly utilized at the university level (52%) compared to secondary schools (48%) and are more common in developed countries than in least developed ones. Moreover, the study revealed that web-based discussion tools have a positive impact on fostering students' conceptual understanding and interaction through the proper guidance of teachers. However, some critical issues such as poor internet, quality of discussion, lack of hands-on experience, complexity of molecular structures, and lack of tactile learning were identified as challenges hindering the effective implementation of web-based discussion tools. PUBLIC INTEREST STATEMENTThis paper explores how web-based discussions are transforming the teaching andlearning of organic chemistry, a subject known for its complexity and challenges. Byreviewing current trends, we highlighted the cognitive and social benefits of usingdigital platforms in education. These online discussions not only encourage students toengage with difficult concepts but also foster collaboration among peers and enhancecritical thinking skills. In resource-limited settings, web-based learning offers innovativesolutions to improve educational access and quality. Our findings suggest that incorpo-rating technology into chemistry education can create more interactive and effectivelearning environments, ultimately helping students better understand essential scien-tific principles. This research underscores the importance of adapting teaching methodsto modern technologies, which can benefit both teachers and students.
Investigating 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.
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.
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