Usage of Modernized Tools and Innovative Methods in Teaching and Learning Mathematics and Sciences: A Case of 10 Districts in Rwanda

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Autor/inn/en	Nkundabakura, Pheneas; Nsengimana, Theophile; Nyirahabimana, Pascasie; Nkurunziza, Jean Baptiste; Mukamwambali, Concilie; Dushimimana, Jean Claude; Uwamariya, Eugenie; Batamuliza, Jane; Byukusenge, Celine; Nsabayezu, Ezechiel; Twahirwa, Jean Nepomuscene; Iyamuremye, Aloys; Mbonyiryivuze, Agnes; Ukobizaba, Fidele; Ndihokubwayo, Kizito
Titel	Usage of Modernized Tools and Innovative Methods in Teaching and Learning Mathematics and Sciences: A Case of 10 Districts in Rwanda
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.11379-11400 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nsabayezu, Ezechiel) ORCID (Twahirwa, Jean Nepomuscene) ORCID (Iyamuremye, Aloys) ORCID (Mbonyiryivuze, Agnes) ORCID (Ukobizaba, Fidele) ORCID (Ndihokubwayo, Kizito)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11666-z
Schlagwörter	Foreign Countries; Mathematics Instruction; Science Instruction; Teaching Methods; Elementary School Teachers; Secondary School Teachers; Mathematics Teachers; Science Teachers; Educational Innovation; Faculty Development; Educational Resources; Educational Technology; Technology Uses in Education; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Instructional innovation; Bildungsinnovation; Bildungsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ruanda
Abstract	Students understand math and science lessons better when innovative teaching resources are used. To implement a variety of teaching strategies and methods, teachers must be aware of and familiar with various innovative and effective pedagogical knowledge and skills. Some students, on the other hand, believe that math and science are difficult subjects. As a result of their mindset, they avoid or refuse to participate in these subjects in their advanced education. To that end, the purpose of this study was to assess the extent to which upper primary and lower secondary school mathematics and science teachers use modernized and innovative teaching tools after nine months of professional development. The study included 959 teachers from 10 districts in Rwanda, 300 from the primary level and 659 from the lower secondary level. The study collected quantitative data using a classroom observation tool. MS Excel and SPSS were used to analyze data. The results from the analysis showed that secondary school teachers use the provided resources by Rwanda Quality Education for Human Capital Development (RQBEHCD) at a rate of 65.5% on average, while primary school teachers use them at a rate of 63.00% on average. The findings also revealed that these teachers use modernized tools at 77.89% and 80.51%, respectively. This implies that secondary school teachers use more modern tools than primary school teachers. Although, there is no statistically significant difference in modernized tools and innovative methods in terms of teaching grade level (F = 1.067, df = 957, p > 0.50) between upper primary and lower secondary schools. It was found that primary and secondary teachers use ICT resources at nearly the same rate as secondary school teachers, at 41.1% and 40.6%, respectively. Our findings, therefore, recommend policymakers use more modern tools and innovative teaching and learning methods to improve the educational process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01