Rwandan Journal of Education <p>The<em> Rwandan Journal of Education</em> (RJE) is a scholarly, peer-reviewed, and annual journal dedicated to education. Its primary goal is to publish and advance knowledge and research in the field of education. The Journal is based at the University of Rwanda – College of Education and it publishes articles that critically explore research and theoretical issues, as well as innovations that inform education policy, planning and practice.</p> <p>RJE encourages submission of original and unpublished manuscripts on pertinent educational issues that will stimulate and/or enrich discussion forums on improving quality in all aspects of education including teaching and learning processes, programs, governance, management and others.</p> <p>Other websites associated with this journal: <a title="" href="" target="_blank" rel="noopener"></a>&nbsp;</p> en-US <p>Kigali Institute of Education (KIE) was issued<strong> </strong>with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009. </p><p> </p><p>N.B<em>.: </em><em>KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law </em><em>No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website:</em><em> </em><a href="" target="_blank"><em></em></a></p><p> </p> (Dr Valentin Uwizeyimana) (M’s Gerardine Irankunda) Fri, 04 Mar 2022 12:58:45 +0000 OJS 60 Teachers' Practices in Teaching Mathematics in Selected Schools of Bujumbura Mairie Province in Burundi <p>The study analyzed teachers' practices in teaching mathematics in selected schools of Bujumbura Mairie Province in Burundi.. The study was guided by constructivism theory which clarifies how teachers can help learners to construct their knowledge. In this study, 92 mathematics teachers participated in this study. Mixed research methods were used in which both quantitative and qualitative data were employed. Findings revealed that the teachers use both learner-centered instructional and teacher-centered instructional methods but the classroom instructions are dominated by teacher-centered instruction contrary to aspiration of the national curriculum which emphases the use of learner-centered instructional practices. Directed observation revealed that many mathematics teachers focus on formal assessment than informal assessment. Therefore, suggests that mathematics teachers need some orientation and training to enhance their classroom practices.</p> Alexis Arakaza, Leon Rugema Mugabo Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 Teachers’ perceptions of their teaching strategies and their influences on students’ academic achievement in national examinations in Burundi: Case of schools in Rumonge province <p>This study investigated mathematics teachers’ perceptions of their teaching strategies and their influences on students’ academic achievement in national examinations in Burundi. This study adopted a parallel convergent mixed-method design. To collect data, a sample size of 60 teachers was selected through purposive sampling techniques for responding to the survey questionnaire in which, 12 teachers were randomly selected for classroom observations and interviews. Quantitative data were analyzed descriptively by using Microsoft excel spreadsheet 2016, while qualitative data was analyzed thematically. The findings of the study showed that teachers perceive that their teaching strategies influence students’ achievement in national examinations. Most of the teachers perceive learner-centered strategy as effective in helping students to understand mathematical concepts and succeed in national examinations. However, it was found that mathematics teachers use teachercentered teaching and teach for students to pass exams rather than teaching for deep understanding. The researcher recommends teachers to apply learner-centered teaching strategies to help students deeply understand mathematical concepts.</p> Anicet Barthélémy Sibomana, Fidele Ukobizaba, Gabriel Nizeyimana Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 Distance and Online learning in Nigerian Open and Distance Learning Institutions; Learners’ Perspective <p>This study examined the view of Science Education learners at Distance Learning Institute (DLI), University of Lagos and the National Open University of Nigeria (NOUN) about Distance and online learning. A descriptive survey research design was adopted. A researcher-designed questionnaire with reliability co-efficient of 0.78 was employed. Mean score and standard deviation (SD) answered the research questions elicited from two hundred and ten (210) respondents while t-test analyzed the hypotheses. The result of the hypotheses, revealed no significant difference in the perception by learners based on gender. The findings revealed that, study materials were not all available at the beginning of the academic year. Learners prefer their lecture modules in audio and video formats, teleconferencing and live streaming than in-prints. The LMS does not accommodate virtual laboratory for practical, which is essential for Science Education students. The institutions’ managements are encouraged to proffer solutions to these identified challenges for learners’ motivation.</p> Esther Oluwasayo Oladele, Abiola Yetunde Fashina Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 The Impact Assessment of Iwawa Rehabilitation Centre programs on its Graduates <p>Delinquency has been an on-going problem in Rwanda that has attracted the attention and interest of the government. National Rehabilitation Service (NRS)1 report (2019) reported a high number of recidivism. This study was interested in assessing the impact of NRS services through its Iwawa programs offered to the delinquents. Quantitative and qualitative methods were adopted to obtain in-depth information related to the research questions. The key findings were that, the Iwawa rehabilitation centre has no pedagogically and formally designed programs to offer to the admitted delinquents; it has no enough qualified trainers especially counsellors to conduct individual and group therapy sessions-yet the law establishing iwawa centre requires Iwawa to have formal programs and qualified trainers. In conclusion, it is too difficult for Iwawa rehabilitation centre to realize its mandate of rehabilitating delinquents admitted at the centre.</p> Eugene Ndabaga, Brekmas Bahizi Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 Active Learning through Assessment for Learning: A Way to Enhance Students’ Understanding of Mathematical Concepts <p>Assessment for learning (AfL) is a principal key indicator that monitors the teaching and learning progress and ascertains teachers that learning is taking place. The present study is a survey-based research design that used mixed explanatory research methods, intended to analyze the extent to which teachers apply AfL, to enhance students’ understanding of mathematical concepts. This study was conducted in six selected public schools in Nyamasheke district, Rwanda. The study employed 78 participants involving six mathematics teachers, and 72 senior five (grade 11) students. Semi-structured interviews were used to collect qualitative data, while the lassroom Observation Protocol for Undergraduate STEM (COPUS) was used to collect quantitative data. Data from interviews were transcribed verbatim and analyzed thematically, while data from classroom observations were generated by a COPUS visualization sheet with rating scales ranging from 0 to 1, and was analyzed using descriptive statistics. The findings showed that teachers underestimate and/or poorly apply AfL into their teaching and learning of mathematics since students are not actively engaged.</p> Fidele Ukobizaba, Gabriel Nizeyimana Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 An Investigation of the Gender Responsiveness of the Upper Primary Social Studies Curriculum in Rwanda <p>This study investigated the gender responsiveness of the Upper primary Social Studies curriculum in Rwanda. Forty-one people participated in the study, including pupils, teachers, and education officials. Data was collected through interviews, focus group discussions, lesson observations and content analysis of nine Social Studies textbooks. Thematic analysis was used to make sense of the data collected. The findings showed that while Social Studies curriculum considers gender issues, there is some gender stereotype regarding women’s and men’s roles within the textbooks. There were significant differences in how rural and urban pupils perceive the impact of gender on children’s education. The findings from lesson observations indicate that teachers are generally gender sensitive in their teaching practices. Some teachers agreed that gender has a significant impact on education while others felt that it is no longer an important issue. In short, while efforts have been made to ensure gender responsiveness, textbooks and teaching practices, still need some enhancement.</p> Gabriel Nizeyimana, Ali Kaleeba, Patrick Suubi, Thacien Musabyimana, Peter Mtika Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 The implications of large classes on active learning at University of Rwanda-College of Education <p>The gist to this study was to explore the issue of large classes at University of Rwanda-College of Education and determine its implications on active learning. Descriptive survey research design was used and classes of over 100 students were sampled. The sample size comprised 10 lecturers and 23 class representatives. Primary data were collected by means of one to one interview for lecturers and student’ class representatives. Secondary data were analyzed statistically while primary data were analyzed thematically. Results indicated that large classes limit the level of students’ engagement. This study therefore recommends the (i) set up of a long term plan for the college to recruit more academic staff to reduce the class size, (ii) the enforcement of the use of ICT to support students’ engagement beyond the physical classroom, and (iii) the use of other cost-effective pedagogical strategies that enhance active, collaborative and peer learning in large classrooms.</p> Leon Mugabe, Irénée Ndayambaje Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 Teachers’ experiences of implementing value education in Rwandan schools <p>The aim of this study was to assess and analyse lower primary school teachers’ views on the implementation of value education and the problems they encounter in the teaching of values in Rwandan schools. In this research, qualitative data were obtained through semi-structured interviews. The findings revealed that the word ‘ubukesha’ used in Rwanda Competency Based Curriculum (CBC) to mean value has various interpretations among teachers. Hence, the teaching of values is hindered by this misleading terminology, ‘ubukesha’. The findings also revealed that, in their struggle to implement value education, teachers rely on indoctrination as their teaching strategy. It was suggested that constructivism theory of learning, which has been proven, should be prioritized in the teaching of values. It was recommended that training on value education be organized to enable teachers implement value education appropriately.</p> Sylvestre Ntabajyana, Gabriel Nizeyimana, Wenceslas Nzabalirwa Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000 Editorial Message <p>No Abstract.</p> Eugene Ndabaga Copyright (c) Fri, 04 Mar 2022 00:00:00 +0000