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Nov 29, 2023Article Details
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Main Article Content
Teachers’ and Students’ Experiences of Chemistry Practical in selected Day Secondary Schools in Nyarugenge District, Rwanda
Aloys Iyamuremye
Ezechiel Nsabayezu
Francois Niyongabo Niyonzima
Abstract
The current study investigated teachers’ and students’ experiences with chemistry practical in day Secondary schools of the Nyarugenge district of Rwanda. The data were collected and analyzed using a mixed research design. Quantitative data were collected through Chemistry Achievement Test and Likert scale questionnaire, while qualitative data were collected by the interview and open-ended questionnaire. From a district of population of 871, which included 860 chemistry students and 11 chemistry teachers, 184 participants comprising 173 senior two students and 11 Chemistry teachers were purposefully sampled to take part in the study. The results revealed that the use of chemistry practical work increases students’ performance (p <.001, df = 171) at a confidence level of 95%. There was thus a very statistically significant difference in terms of performance between students who learned chemistry practical work and then used the traditional method. Teachers and students also expressed positive perceptions and attitudes toward using practical work in chemistry lessons as it increases the conceptual understanding of students and encourages improvisation, participation, confidence, motivation and problem-solving skills. Some challenges encountered by students and teachers were inadequate equipment, insufficient time allocated to chemistry on the timetable, curriculum coverage and classroom size. As chemistry practical work has an important influences on students’ academic performance, the Rwanda Basic Education Board has to avail laboratory equipment and reagents to enable students to conduct experiments in a good atmosphere.
