Rwandan Journal of Education

Editorial

Eugene Ndabaga — Wed, 10 Jan 2024 00:00:00 +0000

No abstract.

Effectiveness of school-based instructional supervision material to enhance school leaders’ capacity to supervise competence-based curriculum implementation in Zanzibar, Tanzania

Habibu Dadi Ali — Wed, 10 Jan 2024 00:00:00 +0000

This paper assesses the effectiveness of School-Based Instructional Materials (SB-ISMs) in enhancing school leaders’ capacity to supervise competence-based curriculum implementation in Zanzibar. The study employed Design-Based Research (DBR) through phenomenography and a single-group quasi-experimental design. It draws on data from 33 section leaders and 118 teachers purposively selected from 15 secondary schools. The data were generated using interviews and questionnaires. It was found that through SB-ISMs, school leaders can support their teachers in implementing CBC. Besides, the paired samples t-test performed on the mean difference of Section Leaders’ Competence Scale (SLCS) scores before and after the intervention gave 18.36, with a p-value of <0.0001. Further, the mean difference of School Teachers Competence Scale (STCS) scores before and after the intervention was 14.39, with a p-value of <0.0001. The study recommends that the Ministry of Education, Science, and Technology should disseminate a supervisory guide to all public secondary school leaders, followed by a series of workshops to facilitate its implementation.

Instructional competencies as key determinants in improving teaching and learning processes in higher learning institutions in Tanzania

Asia Mbwebwe Rubeba — Wed, 10 Jan 2024 00:00:00 +0000

This study examined instructional competencies as key determinants in improving teaching and learning processes in Tanzania's Higher Learning Institutions (HLIs). Specifically, the study intended to examine perceived key determinants of instructors’ instructional competencies and to establish the associations among the variables. Stratified proportional, simple random and purposive sampling techniques were used to generate data from 205 instructors. Thematic and logistic regression models were used to analyse data. The findings revealed that university instructors conceived several key determinants of their instructional competencies: mastery of the content, pedagogical competency, transactional competency, and classroom management skills. However, this study revealed that some instructors had limited knowledge and skills in classroom management. The study concludes that a lack of key instructional competencies may affect the instructor’s teaching ability, thus making them fail to capture students’ potential. This study, therefore, recommends that mandatory workshops and seminars be conducted for instructors who did not go through teacher education.

Unlocking students’ interest in STEM education through career guidance services: Experiences from Tanzania

Christina Jerome & Shuma, Fidel Dassan Gwajekera — Wed, 10 Jan 2024 00:00:00 +0000

This study examined influence of career guidance services (CGSs) on promotion of students’ interest in Science, Technology, Engineering and Mathematics (STEM) Education. A total of 510 participants including students, science teachers and teacher counsellors from secondary schools in Ilala Municipality were involved in this study. Quantitative and qualitative data collection techniques were used. Binary regression model and thematic analysis employed to analyse quantitative and qualitative data respectively. The findings indicated that CGSs had an influence over science subjects’ interest across gender. Male students demonstrated high interest in science subjects with an average of 81.2 percent while female students had 58.2 percent. Further, the study revealed that career guidance promotes students’ interest in STEM by creating self-awareness. The study concludes that it is possible to have a good number of male and female scientists in Tanzania if provision of comprehensive CGSs is considered as mechanism to stimulate students’ interest in STEM.

Non-compliance with quality assurance mechanisms in Tanzanian universities in the context of input, process, and output perspective

Daudi Mrema, Irénée Ndayambaje, Philothère Ntawiha, Eugene Ndabaga — Wed, 10 Jan 2024 00:00:00 +0000

Globally, the university system emphasises compliance with quality mechanisms to improve education quality. Like other countries, Tanzania is enforcing compliance with quality mechanisms through quality audits. In doing so, non-compliance cases have been observed. This study classified the existing indicators and impacts of non-compliance with quality mechanisms along Tanzanian universities' input, process, and output. The qualitative approach and descriptive design guided the collection and analysis (through content analysis) of articles, theses, and reports to describe such indicators and impacts. The study revealed the input-related indicators, including inadequate funds, unqualified academics, and high academic/physical resource-student ratio, which affect learning environments. The process-related indicators include traditional and non-inclusive teaching approaches, irregular external examinations, and students’ examination irregularities that hinder meaningful learning and assessment. The key output-related indicator is irregular and ineffective curricula reviews and tracer studies that compromise the curricula and graduates’ quality. These indicators and impacts jeopardise students’ academic capability. Thus, national and institutional quality regulatory agencies should take accountability and improvement measures.

Exploring the outcomes of the Continuous Professional Development diploma programme in effective school leadership in Rwanda

Wed, 10 Jan 2024 00:00:00 +0000

This study explored the outcomes of the Continuous Professional Development (CPD) diploma programme in Effective School Leadership on headteachers’ professional performance. It follows a qualitative research design. In-depth interviews and direct observation were used to collect data from a sample of 40 respondents, all purposively selected from Nyabihu district, in the Western Province of Rwanda, including 25 primary and secondary school headteachers, 11 sector education inspectors and four teachers. The study revealed that the programme is relevant to the daily practices of headteachers. It indicated that the acquired knowledge influenced headteachers’ approach to leadership, improved existing school leadership practices and new initiatives were undertaken by headteachers after benefiting from the programme. The findings, however, revealed some challenges that need to be addressed to make the programme more effective. Based on the study findings, recommendations were made for an integrated and comprehensive approach by all education partners to address the aforementioned challenges.

Paths to school reopening after COVID-19 in Rwanda: School leaders’ self-reported roles, strategies adopted and perceptions on the role of Professional Learning Communities

Wed, 10 Jan 2024 00:00:00 +0000

In the year 2020, schools in Rwanda closed for six months due to the COVID-19 pandemic. The present study examined how school leaders’ fulfilled roles to minimize learning losses and cope with the crisis at the school reopening. This study employed an explanatory sequential mixed-method research design. Multi-stage cluster sampling, judgmental sampling, and simple random sampling techniques were employed to arrive at a sample size of 54 secondary schools. Respondents were headteachers and their deputies in charge of studies. Primary data were collected via questionnaire surveys and interviews. Both quantitative and qualitative data were collected. Findings indicated that to mitigate learning losses, school leaders participated in remedial learning and additional homework was given to mitigate potential dropouts or learning losses. Indeed, Professional Learning Communities attended by school leaders, as well as community engagement, were helpful in ensuring that the situation returned to normalcy in schools after prolonged school closure.

Challenges faced by chemistry teachers in conducting laboratory-based activities and their perceptions on preparing cost-effective chemicals used at lower secondary schools in Rwanda

Wed, 10 Jan 2024 00:00:00 +0000

The present study aims at identifying the challenges faced by chemistry teachers when planning chemistry laboratory experiments, teachers' perceptions on preparing and using cost-effective chemicals in teaching chemistry and revealing the suitable laboratory procedures to opt when preparing and availing cost-effective chemicals from locally available raw materials. Questionnaires and interview guides were the tools used to collect the research data, while laboratory hands-on activities helped to prepare and avail cost-effective chemicals. These chemicals which include copper sulphate pentahydrate, ammonium chloride, iron sulphate, sodium carbonate, sodium nitrate; hydrochloric acid, sulphuric acid, nitric acid; sodium hydroxide; and acid-base indicators are used to teach basic chemistry concepts such as decomposition reactions, separation of mixtures, acid-base titration, chemical changes. All prepared chemicals displayed the same working effectiveness as their counterpart commercial products. Thus, the prepared cost-effective chemicals can be privileged for hands-on chemistry laboratory activities.

The level of ICT-driven collaboration during the teaching and learning process in Rwandan secondary schools

Wed, 10 Jan 2024 00:00:00 +0000

Regardless of the investment that has been made in terms of Information and Communication Technology (ICT) in education in Rwanda secondary schools, poor performance in science subjects is still an issue. Therefore, this study examined teachers' perceptions on ICT-driven collaboration during teaching and learning. It investigated the collaborative tools used by students and the challenges they encounter. The study primarily utilized a descriptive survey with structured questionnaires. The data were collected from a sample of 10 Deputy Head Teachers, 40 science teachers, and 354 ordinary level high school students across the 10 selected schools in Rwanda. The study revealed that over 60% of science and basic computing teachers use online platforms for knowledge sharing and professional development. However, the findings revealed limited collaboration in designing ICT-led learning activities and using cloud storage for sharing teaching materials. Limited ICT skills, a lack of ICT gadgets, and unreliable internet connectivity contribute to students rarely or never using ICT collaborative tools.

Contribution of the inquiry-based learning to English use in teaching biology subject in Malawi, Rwanda, and Tanzania secondary schools

Wed, 10 Jan 2024 00:00:00 +0000

The contribution of the inquiry-based learning (IBL) to ensure effective teaching of biology in secondary education has not yet been fully studied in Sub-Saharan African countries. To fill the gaps, research has been conducted in Malawi, Rwanda, and Tanzania. Data were collected by using interviews, focus group discussions, and lesson observations before and after the intervention consisting of training biology teachers on inquiry-based learning and 5Es instructional model. Results showed that teacher-centred approach dominated the pre- intervention phase, while the IBL was observed in lesson planning and delivery, and there was a shift from teacher to a leaner-centred approach after the intervention. Most teachers established activities promoting the understanding of the subject content, use of the language of instruction, change of attitudes and improving the performance of students. We conclude that the intervention improved biology teaching, the language of instruction and performance of students.

Exploring the design and implementation process of the Kigali City education strategy

Vincent Manirakiza, Leon Mugabe , Yvonne Twizerimana — Wed, 10 Jan 2024 00:00:00 +0000

This study aimed to analyse how the City of Kigali designs and implements its “education strategy” to ensure successful planning to achieve Sustainable Development Goals (SDG) 4. It adopted a qualitative study approach. Using a semi structured questionnaire, sixteen interviews with the key actors involved in the city's education policy including elected officials and education staff of the city hall; the district and sector education actors, civil society organisations and private sector companies were conducted; and eight focus group discussions with school community members. The study illustrates a clear commitment of the City of Kigali for education but also reveals an indirect involvement of some actors such as parents and private schools in designing the city education strategy, yet they play a key role in its implementation. It recommends recognising education as a top-level priority and setting up a specific education unit at the city level to coordinate education plans and activities.