Rwandan Journal of Education

Editorial message

Eugene Ndabaga — 2024-05-06

No abstract

Towards strengthening the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in the Eastern Province, Rwanda.

Eugenia Takavarasha — 2024-05-06

This study was an evaluation of the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in Rwanda. The study's purpose was to determine the extent of the implementation of the approach so that necessary adjustments to strengthen it can be suggested midway. A qualitative multi-case study approach of two TTCs was adopted which focused on individual interviews and questionnaires. Participants were sampled purposefully. The study was approached from a Social Constructivism Theory perspective of Lev Vygotsky that emphasises collaborative teaching and learning from significant others. Thematic data analysis which is inductive in nature was used to analyse the collected data. The findings revealed strengths and shortcomings of the approach. The study concludes that the existing shortcomings if left unchecked may hinder the full achievement of the programme outcomes and recommends adjustments in the form of introducing a programme implementation framework to strengthen the program activities.

Factors influencing students’ Intrinsic Motivation to Learn English language in selected TVET Higher Learning Colleges in Rwanda

Eustache Hagenimana — 2024-05-06

Language learning is a process that requires individuals to be motivated. English language as a subject is taught in Technical Vocational Education Training (TVET) in Rwanda in addition to technical subjects. However, several surveys on students’ results indicated that most students do not perform well in English language as a subject. This study focused on finding out the extent to which students in TVET higher learning colleges are intrinsically motivated to learn English language. It used mixed methods and involved 190 out of 379 first-year students and five English language lecturers who were selected from three TVET higher learning colleges, especially in the Department of Information and Technology in the academic year 2020 - 2021. Questionnaires and interviews were used to collect data. Findings revealed that autonomy and language enjoyment are students' most intrinsic motivation factors. The study recommends that lecturers should raise students’ intrinsic motivation in learning English language to improve their performance.

Effectiveness of audio-lingual teaching method to enhance students’ English speaking and listening proficiency: The case of selected primary schools in Nyagatare District

Evode Nshimiyimana — 2024-05-06

This study is qualitative research that explored the effectiveness of the audio-lingual method to improve students’ English speaking and listening proficiency in primary schools. The study was conducted in three primary schools located in Nyagatare District, in Rwanda. Both interview and observation were used to collect data from 174 participants. The observation was carried out on 160 students while interview questions were administered to 14 teachers selected purposively. Qualitative analysis reveals that applying the Audio-lingual method in the English classroom boosts learners’ English proficiency viz speaking and listening skills by enabling them to communicate using the target language within and outside the school context. In light of the study findings, curriculum implementers and other education stakeholders are recommended to provide needful facilities for effective use of this teaching method. Equally important, teachers should carefully use the audio-lingual method to help learners acquire communicative competencies. Lastly, further studies should explore the effectiveness of the audio-lingual method in teaching language to adult learners in the context of Rwanda.

Assessing effectiveness of in-service Teachers’ Professional Development Programme towards equity and inclusion in education for children with disability in Dodoma, Tanzania

Francis Kyambo William — 2024-05-06

This study assessed the effectiveness of the in-service Teacher Professional Development Programme (TPDP) as an intervention to enhance Inclusive Education (IE) for Children with Disabilities (CwDs) in Dodoma, Tanzania. Specifically, it assessed teachers' diversity in knowledge, attitudes, and beliefs towards educating CwDs while striving for equity and inclusivity in mainstream classrooms. It explored the challenges in the implementation of IE to enhance equity and IE. The study found that the in-service TPDP led to an increase in teachers' knowledge and positive attitudes towards the inclusion of CwDs in regular classrooms, ensuring diversity and equity. Challenges hindering equity in the provision of IE include poor infrastructure, high numbers of children, and poor sanitation arrangements. Barriers preventing CwDs from going to school include distance and lack of transportation. The study suggests that further TPDP is needed for the identification and assessment of the learning needs of CwDs, especially those with learning difficulties.

eLearning during the COVID-19 pandemic in Tanzanian Universities: Policy challenges and implications

Francis Kyambo William — 2024-05-06

This article assesses the experiences of universities in engaging students in teaching and learning during crises, such as the COVID-19 pandemic, with a case study of the University of Dodoma. Data were collected from 181 academic staff and 250 students through online questionnaires and interview. In addition, the 2018 UDOM ICT policy and 2021/2022-2025/2026 Strategic plan was reviewed to obtain data. Descriptive statistics was used to analyze the quantitative data, and thematic analysis was used for qualitative data. The study found that the University of Dodoma had well-articulated statements that emphasize the implementation of eLearning in its ICT policy and strategic plan. However, ICT facilities such as internet services, computers, and computer laboratories were found to be inadequate for the university to use eLearning as an alternative model for teaching and learning during the pandemic. Staff and students had a limited knowledge of eLearning. The improvement of eLearning infrastructure and capacity strengthening among academic staff and students at the University of Dodoma is recommended to enhance teaching and learning during crisis periods and beyond.

Instructional supervision and teachers’ professional practices in Public Secondary Schools in Gasabo District

Ildephonse Ndayambaje — 2024-05-06

The study investigated the relationship between instructional supervision and teachers’ professional practices in public secondary schools in Gasabo district. The objectives of the study were to find out how school leaders conduct instructional supervision, to find out the professional practices of teachers, and to establish the relationship between instructional supervision and teachers’ professional practices in public secondary schools of Gasabo District. Descriptive research design with mixed research approach was used. A sample of 141 teachers was randomly selected and 52 school leaders were purposively selected. Questionnaires and semi-structured interviews were employed to collect data. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. Pearson product moment correlation coefficient was used to determine the relationship between the two variables under investigation. Results show that supervision is done properly and teachers’ practices are not good. Results also show that there is significant positive relationship between instructional supervision and teachers’ professional practices

Going beyond the challenge: School leaders’ strategies for ensuring teachers’ engagement in student learning during COVID-19 related school closure in Rwanda

Irénée Ndayambaje — 2024-05-06

This study aimed at assessing how school leaders managed to continuously engage teachers to support students during remote learning conducted amidst COVID-19-related school closure in Rwanda. The study adopted an explanatory sequential mixed-method research design. A total of 54 school leaders from seven different districts (urban and rural) were involved. A questionnaire survey and an interview guide served as primary data collection tools. The findings revealed that school leaders could not afford to monitor lessons aired on radio, TV, or other digital platforms alone. Hence, they opted to delegate responsibility to respective teachers, trusting them with independent decision-making. Findings reiterate that professionals, teachers, and school leaders make decisions on how best to overcome the imposing circumstances. The present study recommends that continued personal and collective structured professional development opportunities should be offered, especially regarding ICT devices and online learning platforms.

Exploring the curriculum for d/Deaf and hard of hearing children at a regular school in Zimbabwe

James Maizere — 2024-05-06

Children who are d/Deaf and hard of hearing (d/DHH) may require a unique curriculum that addresses their varied needs. The study explored the curriculum for d/DHH children at a school in Zimbabwe. The study was qualitative and used a narrative research design. Purposive sampling was employed to select two Psychologists, two school administrators, and focused group discussions (FGDs) from teachers. Interviews were used to gather data from school administrators and Psychologists, respectively, while FGDs gathered data from teachers. The study presented data in narrative form and analysis was done through Riessman’s interactional model. The study found that d/DHH children learned the same curriculum as hearing children. Another finding was that the mainstream curriculum was unsuitable for d/DHH children owing to large class sizes and little time allocated to periods. The study recommended that the regular school curriculum should be adjusted to address the special needs of d/DHH children.

Teaching the genocide against the Tutsi and its implications for peace education

Jean Leonard Buhigiro — 2024-05-06

With the inception of a competence-based curriculum in 2015, genocide and peace education were introduced in the Rwandan education system as crosscutting issues to promote harmonious lives. This paper reports the empirical research conducted with twelve Rwandan secondary school history teachers in four provinces plus the City of Kigali to examine how the dichotomy of teaching death, namely the Genocide against the Tutsi, contributes to peace education. This ‘narrative phenomenology’ employed a qualitative approach based on semi-structured interviews, self-interviews, and photo-elicitation to collect the data. The study findings reveal that contents and teaching methods used to teach the Genocide, instead of dividing Rwandans, implicitly and explicitly contribute to peace education. Most teachers also use indoctrination and adopt a self-care attitude for building a better Rwanda. This strategy can inhibit critical thinking skills which is essential for promoting a peaceful society. Thus, the paper calls for a synergy between partners to continuously support teachers to take on skills to teach sensitive histories for a better Rwan

Effectiveness of continuous professional development training on lower secondary school mathematics and science teachers’ content knowledge in Rwanda

Pheneas Nkundabakura — 2024-05-06

The present research aimed to showcase the progress made by Mathematics and Science teachers at the lower secondary school level who participated in Continuous Professional Development (CPD) training sponsored by the World Bank Group through the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project's Subcomponent 1.2. The study encompassed 652 teachers specializing in mathematics, physics, chemistry, and biology. Pre- and post-tests were given to teachers before and after the CPD training, using a quasi-experimental research methodology. The data were analyzed using Microsoft Excel 2016 and SPSS v.25. Results demonstrate a considerable improvement in teachers' understanding of the subject, as well as significant learning gains in their teaching careers. Significant gains were found in female chemistry teachers performing better than male chemistry teachers. It is recommended that further CPD trainings are required to further improve teachers' subject knowledge.

Efficacy of continuous professional development training on Rwandan upper primary teacher’s content knowledge in Mathematics and Science and Elementary Technology Subjects

Pheneas Nkundabakura — 2024-05-06

The current study seeks to evaluate the Content Knowledge (CK) of Mathematics and Science and Elementary Technology (SET) upper primary teachers who received Continuous Professional Development training on Pedagogical Content Knowledge (PCK) offered by Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project. The study adopted a quasi-experimental design. The achievement tests were used to collect data from 290 trained teachers including 166 males and 124 females. A Repeated measures ANOVA was used to analyze whether or not there is a statistically significant difference in the mean score between pre and post-test, male, female, and working experience. Results revealed that the intervention increased content knowledge of teachers in both subjects but there was no difference between male, female, and working experience. Therefore, the study recommends Mathematics and SET teachers conduct CPD in their respective departments.

Determinants of International Research Collaboration in Uganda: Case Study research registered at Uganda National Council for Science and Technology (2015-2019)

Steven Sebbale — 2024-05-06

International Research Collaboration (IRC) has been on the rise globally. This study set out to establish the determinants of IRC in Uganda and the researcher’s propensity to engage in IRC. The study considered several predictors like Gender, the Region where PI attained their highest research qualification and the field of research. A binary logistic model was used to identify the determinants of IRC while a beta regression was used for the propensity to collaborate. Results show that IRC in Uganda is determined by Gender, the region where the researcher attained their Highest Qualification, Research Sponsor, field of research, type of research, and Research Budget. The study shows that developing countries need to develop robust research systems to be “effective partners” in IRC. More gender-inclusive research policies are critical. IRC should be framed around national priorities and intentionally pursued within university research systems.