Mathematics and science teachers’ understanding and practices of learner-centred education in nine secondary schools from three districts in Rwanda

Abstract

The aim of the study reported in this paper was to reveal how Rwandan school teachers of Mathematics and science at the secondary school level understand and implement learner-centered pedagogy. The study was qualitative in nature. It employed qualitative methods of data collection including in-depth interviews and observations. In total, 40 Mathematics and science teachers from nine schools located in three districts in Rwanda were interviewed, and 57 lessons were observed and video-recorded. Schools were selected based on their socio-economic status and location. Data were analysed using an analytical framework developed by researchers. The study’s findings reveal that learner-centred teaching is limited to simple oral questioning, group discussion, and experimentation or doing exercises. Similarly, the findings prove that teachers’ knowledge and skills as regard learner-centred pedagogical paradigm is limited. Based on these findings, the researchers are concerned about how the competence-based curriculum that has been recently adopted by the government of Rwanda is being implemented. The article concludes by suggesting ways of enhancing Mathematics and science teachers’ understanding and practices of learner-centred education.

Keywords: learner-centred approach, Mathematics and science education, practice, and understanding