Imelda Kemeza
4 Publications in AERD
Author Publications
Export PDFAssessing the impact of multimedia application on student conceptual understanding in Quantum Physics at the Rwanda College of Education
By Pascasie Nyirahabimana
Students ability to build correct knowledge relies on their understanding of concepts. Students must understand the concept well before applying it in real-life situations. With the advent of technology, teaching and learning quantum physics has been made easier and more effective in enhancing students’ critical thinking and conceptual understanding. A multimedia-based learning approach is one way to enhance conceptual understanding. With the help of the multimedia application, this study aims to assess its impact on students’ conceptual understanding of quantum physics at the University of Rwanda College of Education (UR-CE). The study adopted a quasi-experimental pre-test–post-test design with control and treatment group. Three hundred eighty-five undergraduate students in the UR-CE were purposively selected and allocated into the treatment group (193 students) and the control group (192 students). Control group students were taught eight quantum physics topics for six weeks using the traditional teaching approach, while treatment group students were taught the same topics using animations, PhET simulations, and YouTube videos. The study resulted in a very high statistically significant difference (p <.001) between teaching interventions provided after post-testing in favor of students who learned with multimedia (with a large effect size of 0.694). The use of multimedia resulted in a statistically significant increase in the student’s conceptual understanding of quantum physics. The study’s findings suggest that multimedia tools are effective for learning because they can enhance students’ conceptual understanding of quantum physics. However, interactions between teachers and students or student-to-student are essential to facilitate conceptual learning and help the students gain a valuable understanding of their learning. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
Multimedia-Aided Technologies for Effective Learning of Quantum Physics at the University Level
By Pascasie Nyirahabimana
Physics education has been identified as one of the public sectors that are mostly influenced by technological developments. This paper adopted the quasi-experimental pre- and post-test design to assess the effects of multimedia-aided technologies (MAT) on undergraduate students’ performance in quantum physics (QP) at the University of Rwanda College of Education (UR-CE). The researcher used purposive sampling to get 385 undergraduate students. Participants were randomly allocated into experimental (group A) and control (group B) groups. Group A (187 students) students were taught selected topics of quantum physics (blackbody radiation, photoelectric effect, Compton effect, wave aspects of particles, De Broglie’s hypothesis, diffraction, interference and double-slit experiment, model of the atom, uncertainty relations, wave function, and Schrodinger equations) for 6 weeks using multimedia-aided technologies and engage, predict, observe, and explain (EPOE) method, whereas group B (187 students) was taught same topics during the same period with a lecture method. The results of ANCOVA revealed that the group’s performance was the same (p >.05) before learning with no effect size (.000), while they diverged after learning with different teaching interventions. The significance was very high and statistically different (p <.001) with a large effect size (>.5). This implies that students taught with multimedia-aided technologies (experimental group) outperformed those students taught with lecture teaching methods (control group). Thus, the study recommends that educators should adapt teaching using MAT and EPOE strategy not only in QP but also in other domains of physics to improve active engagement, understanding levels, and academic achievement. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.
The Effect of Professional Training on In-service Secondary School Physics 'Teachers' Motivation to Use Problem-Based Learning
By Stella Teddy Kanyesigye
Professional training for in-service teachers is at an utmost level to improve their teaching practices. Therefore, this study aimed to assess the effect of professional training on in-service secondary school physics teachers' motivation to use Problem-Based Learning (PBL). A pre-and posttest quasi-experimental design was used to conduct the study. A two-day professional training on PBL was delivered as an independent variable, while teachers' motivation to use PBL was conceived as the dependent variable. The study involved fifty (50) in-service physics teachers (20 in control and 30 in the experimental group) from 25 secondary schools in four districts of Southwestern Uganda. Data were analyzed with SPSS v.23.0 using descriptive statistics, and paired, and independent samples t-test. The findings indicated a high statistically significant (p<.05) positive change and a greater motivation to use PBL among teachers who received professional training in PBL compared to those who did not receive it. It was recommended that the Government, in conjunction with school administrators, regularly organize similar training and, if possible, for all teachers national wide. © 2022 Society for Research and Knowledge Management. All rights reserved.
Instructors and Students' Practices and Behaviours during a Quantum Physics class at the University of Rwanda: Exploring the Usage of Multimedia
By Pascasie Nyirahabimana
This study was aimed at exploring the usage of multimedia during a quantum physics class. Five instructors and 385 undergraduate students at the University of Rwanda, College of Education (UR-CE) were observed and surveyed. Thus, the study employed experimental and survey designs. A standardized classroom observation protocol for undergraduate STEM (COPUS) and a validated online survey were used. Classroom observation data were analysed quantitatively using an M.S. Excel spreadsheet, and interpreted descriptively. Likewise, survey data were analysed qualitatively using a note-pencil, and interpreted narratively. The class in which a multimedia method was used, showed more active learning compared to one in which lecturing was used. The findings indicated that instructors (lecturers) were guiding students, and the students were working in the multimedia class. In the lectured class, instructors were found presenting the content to students and students received information passively. Instructors identified the mathematical background as the trigger to students' negative attitude towards learning quantum physics when they were encouraged to learn through animations, PhET simulations, and YouTube videos. The study recommends the use of multimedia technologies in teaching quantum physics-related concepts. © Authors.
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