Use of improvised experiment materials to improve Teacher Training College students’ achievements in Physics, Rwanda

  • Kizito Ndihokubwayo University of Rwanda-College of Education, Kayonza, Rwanda
  • Jean Uwamahoro University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
  • Irénée Ndayambaje University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
Keywords: improvised materials, teacher training college, students’ achievement

Abstract

The aim of this study was to investigate the extent to which the making and use of improvised experiment materials contribute to students’ achievement in Physics. The study used experimental research design and involved students from two Teacher Training Colleges in Rwanda. To conduct this study, a pre-test was given to students. Then, two groups were randomly constituted; the treatment group and the observation group. As an intervention, the treatment group was taught using local hands-on materials to supplement the chalk and talk traditional teaching method. At the end of the experimental period, a post-test was conducted to ascertain the contribution of making and use of improvised hands-on materials. Using multivariate analysis of variance, it was found that there was no statistically significant difference between teaching using improvised materials or not. However, reference made to the Bloom’s cognitive taxonomy domain, item questions related to analysis have shown a statistically significant difference (p=.043< .05) when improvised experiment materials are used in a science lesson.

Author Biographies

Kizito Ndihokubwayo, University of Rwanda-College of Education, Kayonza, Rwanda
African Centre of Excellence for Innovative Teaching/Learning Mathematics and Science (ACEITLMS),
Jean Uwamahoro, University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
Irénée Ndayambaje, University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
University of Rwanda-College of Education (UR-CE), Kayonza, Rwanda
Published
2018-06-15
Section
Articles

Journal Identifiers


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print ISSN: 2508-1128