Mastering Properties of Organic Compounds through Activity-Based Teaching Technique

Some learners perceive chemistry as a complex subject to learn, saying teaching is boring and not enjoyable. There is a need for making the learning experience more enjoyable to make chemistry easy to understand. This study aims to assess the effect of activity-based teaching techniques compared to the conventional technique on the performance of students in chemistry. The study was quasi-experimental-based research using both pre and post-test, achievement tests. The sample comprised  166 students, as a total number of students in four classes, from a population of 1610 students of the second grade of secondary classes (S2) studying the Properties of Organic Compounds and Uses of Alkanes. Pre-test was conducted, and its data was collected before the intervention, and the post-test was conducted and data was collected after the intervention. Both the descriptive and inferential statistical tests were applied in the analysis. Students’ performance gain in chemistry was higher in the treatment classes as the mean value was 6.81 and the standard deviation was 1.66  (M = 6.81, SD = 1.66) than that of the comparison classes (M = 6.35, SD = 1.78). However, difference was not significant, t(164) = -1.73, p = .085. Teachers should be supported in designing physical pedagogical activities for improving learning outcomes in chemistry

Ways School Leaders Support the Teaching of Chemistry

The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school

Lesson plan analysis protocol in assessing mathematics and science lessons

Lesson planning is important in an educational setting. This study assessed how Rwandan tutors and teachers prepare lesson plans (LPs) before implementing them in a classroom. We employed a current and standard lesson plan analysis protocol (LPAP) developed by researchers from Rwanda to code data. We collected a representative sample of 119 mathematics and science subject lesson plans from teacher training college tutors and secondary school teachers for analysis to serve its usability. The study results revealed that only 11% of collected LPs were teachable as they were rated in both a good (70-79% scores) and very good (80-89% scores) range of LPAP interpretation. It was also found that the special education needs, lesson approaches, and lesson evaluation components got low mean scores (below 50%). These components were not given appropriate attention in developed LPs. Therefore, this study suggests that tutors and teachers build a quality lesson plan based on the standard LPAP

A case study on chemistry classroom practices in the Rwandan secondary schools

This study aims at assessing the classroom practices of Rwandan chemistry teachers in secondary schools, the second grade (S2), age range between 14 to 16 years old. The classroom observation conducted using the Classroom Observation Protocol for Undergraduate STEM (COPUS). In general, the best practice of group work or collaborative learning and students' engagement was observed. The analysis of the COPUS data reveals that active learning in chemistry classes is dominating, 54% against 42% of passive learning; found high, statistically significant over passive learning at p < .01 (tCritical = 1.89, df = 7, p = .003). The active students' practice is taking 82% of a 2-min time interval across 30 lessons observed, as one class period has 40 min to make 20 intervals of 2 min. Teachers are engaging their students in collaborative learning by assigning them various tasks in groups. These results established the current instructional practices in chemistry classes to draw conclusions and recommendations