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Dec 29, 2023Article Details
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Main Article Content
Lower Secondary Mathematics and Science Teachers’ Perceptions Towards Project-Based Learning in Rwanda
Abstract
Project-Based Learning (PBL) teaching approach is claimed to be efficient in achieving learning outcomes related to 21st century competencies such as critical thinking, problem-solving, creativity, cooperation, and communication among others. Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project trained Mathematics and Science teachers on using PBL approach in their teaching. The training covered 15 modules/projects aligned with the Rwanda Competence-Based Curriculum (CBC). The study investigated the perception of the teachers on PBL approach after training. A quantitative research approach was used to collect data. The participants were 120 lower secondary Mathematics and Science teachers from 62 pilot Schools (16 Teacher Training Colleges (TTC), 16 Model Schools and 30 science schools selected using purposive sampling techniques. Quantitative data were collected using a designed, valid and reliable survey. From the items’ internal consistency analysis, the reliability coefficient was Cronbach’s alpha of .707. Quantitative data were analyzed using descriptive statistics. The results revealed that teachers had extremely positive perception on PBL approach. Teachers perceived PBL to be more relevant to improve students’ skills and hence more effective in implementing the competence-based curriculum. It is recommended to increase training and the follow-up of the trainees has to be done often in order to assess the implementation of what they have learned, and the challenges faced.
