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Nov 30, 2023Article Details
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Main Article Content
An Evaluation of Teaching and Learning strategies used in remedial teaching and learning of Biology in Rwanda’s lower Secondary Schools
Abstract
COVID 19 has impacted every aspect of human life. In the education sector, schools were shut down and some used radios, TV, and e-learning to continue their studies. However, some students were not able to access all the listed platforms and consequently, they were at the risk of dropping out or repeating. To tackle this challenge, Rwanda Education Board proposed remedial teaching as a strategy to tackle the problem once school was reopened. Since school reopening the strategy was implemented but there is a need to understand how it is being implemented. It is that perspective that this study was conceived to investigate how remedial teaching and learning are implemented in Rwanda’s Ordinary level secondary schools in biology subjects. The research used a qualitative approach. Using purposive sampling eighteen schools from different districts were selected in which an observation was made using an observation checklist. Five students and one biology teacher were interviewed at each school using an interview schedule to complement observational data. The results show that remedial teaching is implemented in the mornings before normal class where group work is the main strategy used in remedial teaching. However, teachers try to teach at the right level, still when it comes to assessment some never assess students while others do not consider the level of students during an assessment. One of the challenges still hampering the implementation of remedial teaching includes the low level of students’ English, and the short time devoted to remedial teaching while some teachers still see it as a time-consuming process. Increasing time devoted to remedial teaching, and the creation of Continuous Professional Development courses for teachers would improve the current situation.
