Impacts of Forest and Agricultural Land Use on Soil and Litter Arthropod Assemblages in Southern Province of Rwanda

To assesseffects of land use change on soil and litter arthropods, a research was conducted inexotic and native tree species at the Artboretum of Ruhande and in varieties of coffee andbanana plantations at the Rubona agricultural research station, in southern Rwanda. Datawere collected by pitfall traps, hand sorting, and Berlese-Tullgren funnels. Collectedspecimens of soil and litter arthropods were morphologically identified under microscope,and classified to the family level by using dichotomous keys. Fourteen orders and 20 familiescomprising 2135 individuals were identified. The family of Formicidae was more abundantcompared to the other identified families, and occurred in all land uses. High abundance anddiversity of soil and litter arthropods werefound under plots of native tree species and bananaplantations compared to exotic tree species and coffee plantations. Research concluded thatnative tree species offer suitable habitats for soil and litter arthropods.It recommendedfurtherstudies in other land uses and ecological zones of Rwanda to generalize the findings.Key words: arthropod, fauna, land use change, soil and litte

Implementation of Competence-based Curriculum in Rwanda: Opportunities and Challenges

Five years ago, Rwanda shifted from a knowledge-based to competence-based curriculum. The main purpose was to enable school graduates to cope with job-related demands and enable them to become problem solvers. From my knowledge however, no research was done to evaluate the opportunities and challenges associated with the implementation of this new curriculum in order to develop mitigation strategies. To fill this gap, the study being reported in this article was designed. Data were collected through focus group discussions, surveys and school visits. Results indicated the appreciation of the new curriculum. Major challenges included the lack of teaching and learning materials, laboratory equipment and chemical reagents. Teachers suggested collaboration between the government and other education stakeholders to overcome the identified challenges. They also suggested a continuous professional training for in-service teachers based on the subjects they teach, and on English since it is used as a medium of instructions. Key words: Competence, critical thinking, high level of thinking, knowledge, skills, teache

Effects of Tree Forest Plantations on Soil Physicochemical Properties in the Arboretumof Ruhande,Southern Province of Rwanda

Different tree speciesare blamed to have negative effects on soil ecosystems by changing soil physicochemical properties, and hence soil quality. However, few researches to verify this statement were done in Rwanda. This study provides prior information on the effects of planted forest tree species on soil physicochemical properties. It was conducted in the Arboretum of Ruhande, in southern Rwanda. Soil cores were collected in plots of exotic, native and agroforestry tree species. Collected soils were analysed for soil pH, total nitrogen, organic carbon, available phosphorus,  aggregate stability, bulk density, soil humidity, cation exchange capacity, and soil texture. Soils sampled under exotic tree species were acidic, richin soil organic carbon, and in soil available phosphorus. Native and agroforestry tree species offer better conditions in soil pH, soil water content, cation exchange capacity, clay and silt. Less variations in soil total nitrogen and soil bulk density were found in soils sampled under all studied forest types. Research concluded that studiedtree species have different effects on soil physicochemical parameters. It recommended further studies to generalize these findings. Key words: soil, exotic, native, agroforestry, soil propertie

Teachers’ Perceptions on the Effectiveness of the Inquiry-Based Learning towards Students’ Achievement in Biology: The Case of schools of Rwanda

A learner-centered teaching approach is more emphasized in teaching and learning biology, specifically the content of cell division. The teaching method is valued for assisting learners’ understanding terminologies used to describe any particular event that occurred during the cell division processes for instance, chromatids, crossing-over, chiasmata, and cytokinesis. The purpose of this study was to investigate teachers’ perspectives on the effectiveness of the inquiry-based learning (IBL) on learners’ achievements in biology of cell division in Rwanda secondary schools. A total of 254 learners studying the cell division in upper secondary schools and 10 biology teachers were purposively selected and participated in the study. Pre-training was assessed through the lesson observation. The feedback was used to train teachers on the IBL lesson plan and lesson delivery. The post-training consisted of preparing the lesson on cell division. Planned lessons were then delivered, and data about the improvements were collected using the lesson observation checklist. Further, data were collected using the questionnaires addressed to teachers. Data were analyzed using descriptive statistics where percentages, means and standard deviations were calculated by using Excel Software Version 2016. The findings of the study revealed that the IBL was an effective teaching method towards learners’ achievement in biology. It motivates learners to follow the lesson and express their opinions, which contribute to better performance. The study recommends continuous professional development to equip teachers with skills in teaching by using the IBL

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology

First Record of Five Ant Species (Hymenoptera: Formicidae) from Rwanda

peer reviewedAnt studies conducted in Rwanda have reported a total of 105 ant species. However, this is an underestimation of the total ant richness since Rwanda is in a region rich in biodiversity. To fill the gaps, ants have been sampled in planted forests, coffee plantations, and different other land use types since 2017. Specimens have been collected using pitfall traps and hand collection, digitized, and identified to subfamily, genus, and species level. Results indicated that five ant species were found in Rwanda for the first time. These are Camponotus acvapimensis, Camponotus schoutedeni, Camponotus sericeus, Odontomachus assiniensis and Tetramorium sericeiventre. Specimens are deposited at the Royal Belgian Institute of Natural Science and the Rwanda Ant Collection. We recommend more ant studies focussing on their mode of living. This will result in more ant species newly recorded in the country and possibly new to scienc

The Role of Innovative Teaching and Learning Methods Towards the Classification of Living Things: A Review

Biology continues to present difficulties in teaching and learning. Among other biology domains classification of living things is considered to be one of the challenging subjects as different studies indicated students’ misconceptions in the test to classify both plants and animals. Inadequate teaching methods were the core source of these challenges which were also found to lead to poor performance in schools. This review paper shows the role of active teaching methods to improve learning science subjects. The article gives an insight into how adopting innovative teaching methods can help educators implement appropriate teaching strategies recommended in reforms of science education, such as the Inquiry Based Learning (IBL) using the 5Es (Engage, Explore, Explain, Elaborate and evaluate) instructional model. Findings of this review indicate that the instructional methods give opportunities to relieve misconceptions for learners. It is appreciated to allow students learning by doing, hence perform well in assessments and evaluation due to acquired skills and competences. This is the reason why the 5Es instructional model was recommended among other active learning instructions as a remedy that can enhance teaching and learning of biology, especially the content of classification of living things, based upon its advantages in science education

Impact of chemical fertilizers on diversity and abundance of soil-litter arthropod communities in coffee and banana plantations in southern Rwanda

peer reviewedFew studies explored effects of chemical fertilizers on diversity and abundance of soillitter arthropods in the tropics. To fill this gap, a study focussed on the abundance of soil-litter arthropods and selected soil physicochemical properties in coffee plantations treated with chemical fertilizers and in plantations of coffee and banana treated with organic fertilizers and organic mulches in southern Rwanda. Each land use was replicated three times. Soil-litter arthropods were collected using pitfall traps and hand collection. They were identified to the family level using dichotomous keys. Soil have been collected using auger and taken to the laboratory for the analysis of soil pH, soil organic carbon, total nitrogen, phosphorus, and cation exchange capacity. Findings indicated a total of 12,945 individuals distributed into 3 classes, 16 orders, 50 families and 92 morphospecies, with higher abundance and diversity in coffee plantations treated with organic fertilizers and organic mulches. Collected soil-litter arthropods were mainly classified in the class Insecta, dominated in numbers by ants (Hymenoptera: Formicidae), while Coleoptera and Hemiptera had more families. However, soil under coffee plantations treated with organic fertilizers and organic mulches was acidic compared with the soil under coffee plantations treated with inorganic fertilizers and banana plantations treated with organic fertilizers and organic mulches. The relationships between soil-litter arthropods and soil physicochemical properties suggest that soil-litter arthropods respond to the land use independently from soil physicochemical properties. We recommend further studies in coffee and other crop plantations in other regions of Rwanda to verify the findings of this study

Diversity and abundance of soil-litter arthropods and their relationships with soil physicochemical properties under different land uses in Rwanda

peer reviewedSoil-litter arthropods are critical for ecosystem functioning and sensitive to land use change, and hence to the variations in soil physicochemical properties. The relationships between soil-litter arthropod communities and soil physicochemical properties, however, remain poorly studied in Rwanda. We explored the relationships between the families of soil-litter arthropods and soil properties in exotic and native tree species, and in varieties of coffee and banana plantations. Soil-litter arthropods were sampled by using Berlese funnels, hand sorting, and pitfall traps, and were identified to the family level. Soil cores were collected and analysed for soil pH, available phosphorus, total nitrogen, soil organic carbon, silt, clay and sand. A total of 3176 individuals of soil-litter arthropods were collected, identified and classified into 13 orders and 23 families. Higher abundance was found in soil and litter sampled in plots of native tree species and banana plantations compared to exotic tree species and coffee plantations. Higher diversity was found in plots of native and exotic tree species. The analysis of soil physicochemical properties indicated that native tree species offer suitable conditions of studied soil properties. The study of the relationships between the land use, soil properties and families of soil-litter arthropods indicated positive correlations and relationships mainly in native tree species. We conclude that forest with native tree species play an important role in the conservation of soil-litter arthropods and for maintenance of better soil conditions

Soil-litter arthropod communities under pasture land use in southern Rwanda

peer reviewedLand use change caused by human activities is the main driver of biodiversity loss and changes in ecosystem functioning. However, less is known about how the conversion of a natural to pasture land favour the biological diversity of soil-litter arthropods to advance effective conservation plans and management systems. To fill the gap, this study focussed on soil-litter arthropod communities under a pasture land use in southern Rwanda. Data have been collected using pitfall traps and hand collection between April and June 2021. Sampled specimens of soil-litter arthropods have been identified to order and family levels by using dichotomous keys. Further, the species name was given when the identification key was available, while the morphological description was provided in absence of the identification keys. Results indicated a total of 3013 individuals of soil-litter arthropods grouped into 3 classes, 13 orders, 46 families and 87 morpho-species. Coleoptera showed a high number of families, while higher abundance and the number of morpho-species were found for ants (Hymenoptera: Formicidae). Higher abundance of sampled soil-litter arthropods is a sign that the studied area offers suitable habitat for soil-litter arthropods. However, less abundance found for some groups of soil-litter arthropods might be influenced by the used sampling techniques which were not appropriate for them. We recommend surveys using multiple sampling techniques to maximize chances of capturing a wide range of soil-litter arthropods