Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools

  • Ezechiel Nsabayezu University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda
  • Aloys Iyamuremye University of Rwanda - College of Education
  • Jean de Dieu Kwitond University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda
  • Jean de Dieu Kwitond University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda
  • Agnes Mbonyiryivuze University of Rwanda College of Education (UR-CE), Kayonza

Abstract

This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.

Author Biographies

Ezechiel Nsabayezu, University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science

Aloys Iyamuremye, University of Rwanda - College of Education

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science

Jean de Dieu Kwitond, University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science

Jean de Dieu Kwitond, University of Rwanda - College of Education, Rukara Campus, Kayonza, Rwanda

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science

Agnes Mbonyiryivuze, University of Rwanda College of Education (UR-CE), Kayonza

African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science

Published
2020-12-21
Section
Articles

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print ISSN: 2508-1128