Reading History
Showing your last 2 viewed publications
Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school
Exploring the Challenges and Strategies for Enhancing Biotechnology Instruction in a Modularized Context at University of Rwanda-College of Science and Technology
Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school
by Tamene Atsebiha Tegegne
The aim of this study was to compare the 5E learning model with traditional learning methods in terms of their effect on students’ conceptual understanding of water subtopics. The participants of the study were grade 8 students of 2021 academic year. While 27 of them were randomly assigned to the experimental group, the other 27 were assigned to the control group. The experimental groups were taught with 5E instructional model of the constructivist approach, whereas the students in the control group were taught with the traditional approach. Both qualitative and quantitative research methods were used in this study. Research questions were answered using mean and standard deviation, while the null hypotheses were tested using t-test at 0.05 significance level. The results from pre-tests showed that there was no significant difference between the control group and the experimental group. On the other hand, the post-test results showed that there was a significant difference between groups in favor of the experimental group. Also, the experimental group’s perception of motivation in classroom learning environment during the treatment was higher than that of the control group. It is essential that teachers should develop their skills for designing a constructivist-learning environment within class. With this aim, teachers should be given in-service training. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Exploring the Challenges and Strategies for Enhancing Biotechnology Instruction in a Modularized Context at University of Rwanda-College of Science and Technology
by Yvonne Ndikumana
The globalization of higher education, spearheaded by initiatives like the Bologna Process, has transformed traditional teaching methods, fostering collaboration and interconnectedness among institutions globally. This transformation is evident in Rwanda's higher learning sector, where teaching and learning paradigms have evolved in line with Bologna Process principles. This study delves into the challenges faced by students and lecturers in teaching and learning biotechnology within this framework, and proposes enhancement strategies. Utilising a mixed-method approach, the study examines responses from 111 participants from the University of Rwanda-College of Science and Technology (UR-CST). Data collection involved questionnaires analysed using SPSS, supplemented by insights from focus group interviews and classroom observations. Key findings reveal hurdles that include inadequate facilities, limited connectivity, and weak coordination between academic and administrative bodies. Large class sizes and a lack of awareness regarding diverse learning styles exacerbate challenges. Additionally, time constraints and infrequent assessments hinder effective teaching and learning. To address these issues, the study suggests solutions such as continuous professional development for teachers, optimised time management, and improved laboratory facilities with dedicated personnel. These recommendations aim to enhance the effectiveness of teaching and learning in biotechnology, ensuring students receive quality education despite prevailing challenges. © Authors.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.