Rwandan Journal of Education

Editorial Message

Ndabaga Eugene — 2025-01-10

No abstract

Building education for sustainability: A philosophy of education analysis of competence-based curriculum implementation in Rwanda

Barthelemy Bizimana — 2025-01-10

This study examines the extent to which CBC theory matches its application in classroom. Employing Aristotle's concept of aitia, a framework with four causes, the research analyzes the nature and implementation of the CBC in four secondary schools. Interviews and focused group discussions, were used to explore the practical application of CBC concepts in the classroom alongside documentary analysis on both competence based curriculum, education for sustainability with their corresponding educational philosophies. Purposeful sampling was used to select participants who have relevant experiences and perspectives related to competence-based curriculum implementation in Rwanda while thematic analysis was applied to identify and analyze patterns, themes, and commonalities in the collected qualitative data. Constant Comparative Analysis was utilized to continuously compare data across interviews and focus group discussions.The findings revealed a significant gap between theory and practice, influenced by Western and African cultural philosophies. The study recommends regular reviews and interdisciplinary approaches to improve the CBC's alignment with sustainability education objectives in Rwanda.

Applying the cognitive strategies to uplift English language proficiency among the University of Rwanda Undergraduates’ Students

Evariste Manirakiza — 2025-01-10

While English has become a medium of instruction in Rwanda, students’ abilities to communicate in this language are still limited. This study investigated cognitive strategies that university students use while learning English, the challenges they faced and how they overcame them. The sample was 140 out of 489 undergraduate students, 4 language lecturers and 3 library staff. Using a questionnaire, class observations and interviews, quantitative and qualitative data were collected and respectively analysed using descriptive statistics and thematic analysis. Findings revealed that students moderately read passages in English (Mean=3.16), did not generally read published papers (Mean=1.10) or summarised information from books (M=2.37) and did not normally do activities that could enhance writing and listening skills. Findings also showed the challenges faced including lack of understanding of reading and listening materials and overcrowded classes. To enhance students’ proficiency in English, the study recommends promoting independent reading and reducing the student-lecturer ratio in language classes.

Age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Ruaraka Sub-County, Kenya

Grace Wathanu Macharia — 2025-01-10

The purpose of the study was to establish age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Nairobi, Kenya. The study aimed to establish age and gender as determinants of school dropout and intervention measures. A descriptive research design was used. The target population was 1560. Purposive sampling was utilized to sample 9 teachers, 30 parents, 9 headteachers, and 120 pupils. Data was collected using questionnaires, interview schedules, and focus group discussions (FGD). The data was analyzed using descriptive and inferential statistics. Chi-square (X2 ) was used to analyze inferential statistics, where the correlation coefficient significance was 0.05 presented in tables. Based on the study findings, gender greatly influenced school dropout. The study concluded that boys frequently dropped out of school. The study recommended that parents be sensitized on the importance of early childhood education so that they can be involved in their children's education.

Understanding vocabulary demands in textbooks during the primary to secondary transition: Implications for textbook writing and pedagogy

John Misana Biseko — 2025-01-10

The relationship between vocabulary knowledge and reading comprehension has been extensively researched in the realm of English as a Foreign Language (EFL) learning. Such studies have been reporting a positive correlation between the two variables. The present study investigated the vocabulary demands of two textbooks at the edges of primary – secondary transition. The study sought to answer one research question: Does the vocabulary coverage in the English for Standard Seven textbook adequately prepare learners for comprehending secondary school textbooks? Using a corpus analysis as a research design, two textbooks - English for Primary Standard Seven and Biology for Secondary Form One students were analysed. The findings showed a significant gap in the vocabulary demands of the two sampled textbooks, suggesting a burden faced by learners transitioning from primary to secondary school. Following these findings, a call for designing coherent curriculum materials for primary–secondary transition learners is emphasised.

Resources in Teacher Training Colleges and the provision of quality education: A study of a Teacher Training College in the Eastern Province, Rwanda.

Joseph Dzavo — 2025-01-10

Teacher Training Colleges (TTCs) are mandated to develop quality teachers in line with the country’s competencebased curriculum (CBC). The TTC currently shows a lack of adequate resources to fully implement the CBC. The lack of adequate and appropriate resources compromises the development of quality teachers as expected by the Rwandan education system. This paper examines the importance of resources available for the development of a quality teacher in Rwanda. The study was qualitative and employed a case study design. Out of five TTCs in the Eastern province, one was purposively selected for semi-structured interviews with seven tutors. Observation was also employed. Generated data were analysed thematically informed by Heneveld and Craig’s 1996 school effectiveness model. In several ways, resources were identified as failing to meet the requirements specified in the Rwandan curriculum framework. The study recommends that the Rwandan government has to provide adequate and relevant resources for the development of a teacher.

STEM teachers’ levels of intrinsic motivation and environmental-based external constraints on intrinsic motivation as predictors of mathematics achievement among secondary school students in Rwanda

Judith Bayer — 2025-01-10

This study investigates the extent to which the intrinsic motivation levels and environmental-based external constraints of intrinsic motivation of secondary school teachers in Rwanda (n = 91) are related to the achievement levels of their students in mathematics (n = 2,828). Employing hierarchical linear modeling, findings revealed that intrinsic motivation associated with the teaching profession is positively related to student outcomes, while environmental-based external constraints is negatively related. These findings highlight the complex dynamics of teacher motivation and its critical role in educational achievement, suggesting that enhancing teacher motivation and alleviating environmental constraints might improve student learning outcomes in Rwanda.

Challenges of internship in Rwanda Teacher Education and mitigating solutions; A case of one Teacher Training College

Obert Ganyata — 2025-01-10

Globally, Teacher Education (TE) has revolutionized. This article is to reconceptualise the Rwanda TE internship models to meet the current global educational transformation. The research adopts the qualitative approach within the interpretive paradigm with the case study design. Data was collected from fifty student-teachers and twenty tutors from TTC Matimba. Face-to-face interviews, questionnaires and focused discussions were separately administered to the two groups. The results show that the current internship model is experiencing some challenges chiefly in fulfilling the Competence Based Curriculum (CBD) recently introduced, hence the need to reconceptualise. Chief among the challenges is the duration spend on internship for the full development of all the critical competencies as outlined in the CBC of 2015. Recommendations centre on internship model reconceptualization to fulfil the government vision on educational prosperity for sustainable development.

Enhancing quality in education: Compatibility of quality assurance mechanisms with the goals of higher learning in Tanzania

Samwel Credo — 2025-01-10

This study investigated the compatibility of quality assurance mechanisms in the selected universities with goals of university education as provided by the Tanzanian Commission for Universities (TCU). The study employed a qualitative research approach and adopted a multiple case study design. It involved 27 participants, including three quality assurance officers, three academic officers, three heads of departments, and eighteen student leaders. Data were collected through interviews, focus group discussion and documentary review, and were analyzed thematically. The findings revealed that the compatibility of implementing quality assurance among those institutions tended to be insignificant because the quality assurance mechanisms focused on the cognitive processes of teaching and assessment without following the qualifying framework set out by the TCU. The study concludes that such irregularities negatively impact the implementation of quality assurance, and recommends addressing inconsistencies by ensuring that the quality assurance mechanisms focus on the intended curriculum.

Examining science teachers’ practices of formative assessment in Tanzanian secondary schools

Sikutegemea Kikomelo — 2025-01-10

The enrollment of secondary school students in Tanzania is on the increase, but their participation and academic performance in science subjects are low. This study employed a quantitative research approach and a cross-sectional research design to examine science teachers’ practices of formative assessment. It involved 65 teachers teaching Physics, Chemistry, Biology and Mathematics in 13 secondary schools. A purposive sampling technique was used to select science teachers and secondary schools. A questionnaire and observation checklist were used to collect data. The study revealed that teachers’ knowledge of formative assessment practices was low and statistically significant [t (64) = 53.752, p <0.01] with a mean of (M = 3.2250). They implemented formative assessment practices poorly, with differing magnitudes [t (64) = 49.761, p < 0.01] and a mean of (M = 2.6646) in their classes.The study recommends that teachers receive regular in-service training on formative assessment practices to enhance students learning.