Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools

Edwin Byusa; Edwige Kampire; Adrian Rwekaza Mwesigye

doi:10.29333/ejmste/7833

Full Text (PDF)

Edwin Byusa ¹ ^* , Edwige Kampire ², Adrian Rwekaza Mwesigye ³

More Detail

¹ African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (UR-CE), RWANDA² University of Rwanda College of Education (UR-CE), Department of Mathematics, Science and Physical Education, RWANDA³ Mbarara University of Science & Technology (MUST), Department of Educational Foundations and Psychology, UGANDA^* Corresponding Author

Abstract

This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers’ alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.

Keywords

chemistry subject
CBC
scheme of work
senior two chemistry classes
teaching technique

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 6, June 2020, Article No: em1848

https://doi.org/10.29333/ejmste/7833

Publication date: 17 Mar 2020

Article Views: 7290

Article Downloads: 4583

Open Access References How to cite this article

References

Brandt, L., Elen, J., Hellemans, J., Heerman, L., Couwenberg, I., Volckaert, L., & Morisse, H. (2001). The impact of concept mapping and visualization on the learning of secondary school chemistry students. International Journal of Science Education, 23(12), 1303-1313. https://doi.org/10.1080/09500690110049088
Bitektine, A. (2008). Prospective case study design: Qualitative method for deductive theory testing. Organizational Research Methods, 11(1), 160-180. https://doi.org/10.1177/1094428106292900
Cahyana, U., Paristiowati, M., Savitri, D. A., & Hasyrin, S. N. (2017). Developing and application of mobile game based learning (M-GBL) for high school students performance in chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 7037-7047. https://doi.org/10.12973/ejmste/78728
Chee, Y. S., & Tan, K. C. D. (2012). Becoming chemists through game-based inquiry learning: The case of legends of Alkhimia. Electronic Journal of E-Learning, 10(2), 185-198.
Creswell, J. W., & Garrett, A. L. (2008). The “movement” of mixed methods research and the role of educators. South African Journal of Education, 28(3), 321-333. https://doi.org/10.4314/saje.v28i3.25155
Davidson, N., & Major, C. H. (2014). Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning. Journal on Excellence in College Teaching, 25, 7-55.
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262-273. https://doi.org/10.1002/bmb.20204
Eilks, I., Prins, G. T., & Lazarowitz, R. (2013). Teaching Chemistry - A Studybook A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers. (G. and Ingo Eilks University ofBremen, I. Avi Hofstein Weizmann Institute ofScience, & SENSE, Eds.), How to Organise the Chemistry Classroom in a Student-Active Mode”. In How to Organise the Chemistry Classroom in a Student-Active Mode. AW Rotterdam, The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6209-140-5
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Imenda, S. N. (2018). On the Unity of Behaviourism, Cognitivism and Constructivism in Teaching and Learning. International Journal of Educational Sciences, 20(1-3), 86-95. https://doi.org/10.31901/24566322.2018/20.1-3.11
Kilic, A. (2013). Effects of Teaching Chemistry Using Concept Maps on Students ‘ Achievement in School Chemistry in India and.
Kousa, P., Kavonius, R., & Aksela, M. (2018). Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods. Chemistry Education Research and Practice. https://doi.org/10.1039/C7RP00226B
Kristen, K., Malinda, W., Monica, D., & Kendra, M. (2017). Pedagogical Methods and Technology Used in Chemistry Secondary Education. Modern Chemistry & Applications, 05(03), 3-6. https://doi.org/10.4172/2329-6798.1000223
Lackamp, J. W. (2016). Case Study - Results at Primary School Leaving Examination in a Rural District in Rwanda, 15(9), 99-117.
Lund, T. J., Pilarz, M., Velasco, J. B., Chakraverty, D., Rosploch, K., Undersander, M., & Stains, M. (2015). The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice. CBE Life Sciences Education, 14(2), 1-12. https://doi.org/10.1187/cbe.14-100168
Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(21), 1-31. Retrieved from https://www.eduhk.hk/apfslt/download/v16_issue1_files/cox.pdf
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. https://doi.org/10.1152/advan.00053.2006
Musingafi, M. C. C., Mhute, I., Zebron, S., & Kaseke, K. E. (2015). Planning to Teach: Interrogating the Link among the Curricula, the Syllabi, Schemes and Lesson Plans in the Teaching Process. Journal of Education and Practice, 6(9), 54-59. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1082472&site=ehost-live
Ndihokubwayo, K., & Habiyaremye, H. T. (2018). Why Did Rwanda Shift from Knowledge to Competence Based Curriculum? Syllabuses and Textbooks Point of View. International Multi-Disciplinary, 12(50), 135-142. https://doi.org/10.4314/afrrev.v12i3.4
Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.
Paulson, D. R. (2009). Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class. Journal of Chemical Education, 76(8), 1136. https://doi.org/10.1021/ed076p1136
Pietzner, V. (2014). Computer-based learning in chemistry classes. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 297-311. https://doi.org/10.12973/eurasia.2014.1084a
REB. (2015). Curriculum Framework: Pre-Primary To Upper Secondary 2015. Competence Based Curriculum. Kigali- Rwanda.
REB, R. E. B. (2016). DCC Committee Guideline (2).pdf.
Ruiz-Primo Schultz, S. E., Li, M. , Shavelson, R., M. A. (2001). Comparison of reliability and validity of scores from concept-mapping techniques, 38(2), 260-278. https://doi.org/10.1002/1098-2736(200102)38
Smith, M. K., Jones, F. H. M., Gilbert, S. L., & Wieman, C. E. (2013). The classroom observation protocol for undergraduate stem (COPUS): A new instrument to characterize university STEM classroom practices. CBE Life Sciences Education, 12(4), 618-627. https://doi.org/10.1187/cbe.13-08-0154
Sola, A. O., & Ojo, O. E. (2007). Effects of project, inquiry and lecture-demonstration teaching methods on senior secondary students’ achievement in separation of mixtures practical test. Educational Research and Reviews, 2(6), 124-132.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept during secondary education. International Journal of Science Education, 20(2), 205-221. https://doi.org/10.1080/0950069980200206
Tenaw, Y. A. (2015). Effective strategies for teaching chemistry. International Journal of Education Research and Reviews, 3(3), 78-84.

How to cite this article

APA

Byusa, E., Kampire, E., & Mwesigye, A. R. (2020). Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1848. https://doi.org/10.29333/ejmste/7833

Vancouver

Byusa E, Kampire E, Mwesigye AR. Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools. EURASIA J Math Sci Tech Ed. 2020;16(6):em1848. https://doi.org/10.29333/ejmste/7833

AMA

Byusa E, Kampire E, Mwesigye AR. Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools. EURASIA J Math Sci Tech Ed. 2020;16(6), em1848. https://doi.org/10.29333/ejmste/7833

Chicago

Byusa, Edwin, Edwige Kampire, and Adrian Rwekaza Mwesigye. "Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 6 (2020): em1848. https://doi.org/10.29333/ejmste/7833

Harvard

Byusa, E., Kampire, E., and Mwesigye, A. R. (2020). Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1848. https://doi.org/10.29333/ejmste/7833

MLA

Byusa, Edwin et al. "Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 6, 2020, em1848. https://doi.org/10.29333/ejmste/7833