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Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as R...
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... is attributed to the effect of repeated testing. Although pre-service biology teachers generally hold a high intrinsic motivation, UR-CE pre-service biology teachers are intrinsically motivated than UTAB pre-service biology teachers (See Figure 1). ...
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... was not the case at UTAB due to repeated testing, where pre-service biology teachers taught in series of interventions continuously showed amotivation after treatment by traditional method and by small group lab activities see (Table 1). Amotivation was high in pre-service biology teachers at UTAB than URCE pre-service biology teachers (see Figure 1). ...
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... the general linear model, MANOVA results are displayed in Figure 1. Four factors of AMSLB are displayed in the same figure at both universities. ...
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... both pre-service biology teachers at URCE and UTAB possess low amotivation and extrinsic-social motivation of learning biology. UTAB possesses such motivation higher than those at URCE. The overall Levene's Test of Equality of Error Variances confirmed that the AMSLB factors displayed a high statistical significance between AMSLB factors (F=6.475, df1=3, df2=15, p=.005) at URCE. At the same time, this difference was not statistically significant (F=1.794, df1=3, df2=15, p=.191) at ...
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... 8 Few people have chosen the direction of higher learning institutions. 9 However, few of them focused on teaching and learning practices of quantum physics at the university level. Quantum mechanics is a discipline that is introduced by quantum physics, and quantum physics is a set of principles used to explain the behavior of matter and energy. ...
This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students’ performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers’ and students’ perceptions before teaching and learning quantum physics and students’ attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.
... Researchers have investigated the factors contributing to students' attitudes towards science learning (Acarlı & Acarlı, 2020;Shamila & Yoon, 2018). These factors can be characterized as: classroom factors including teaching style, availability of learning facilities, instructional methods, students' interest and motivation, and classroom environment (Musengimana, 2021;Mukagihana et al., 2021;Oser & Fraser, 2015) and non-classroom factors, such as peer influence, family background, and gender (Connie & Margaret, 2006). However, most studies have highlighted that teaching and learning facilities and teacher-related factors, such as teaching strategies and content mastery, are the most important factors that affect students' attitudes towards science (Burks, 2022;Osborne et al., 2003). ...
... I wish it could be used continuously so that we understand more about the concepts". The results are consistent with various previous studies interested in the impact of instructional strategy on students' interest in biology (Acarlı & Acarlı, 2020;Mukagihana et al., 2021;Oser & Fraser, 2015). Mukagihana et al. (2021), for example, indicated that animation-based instruction improved students' attitudes toward biology in both private and public colleges. ...
... The results are consistent with various previous studies interested in the impact of instructional strategy on students' interest in biology (Acarlı & Acarlı, 2020;Mukagihana et al., 2021;Oser & Fraser, 2015). Mukagihana et al. (2021), for example, indicated that animation-based instruction improved students' attitudes toward biology in both private and public colleges. ...
Research has revealed that learning, especially in the field of science, is strongly affected by various factors. These factors include students’ attitudes towards the subject matter, and the manner in which the subject is taught. Given their close linkage to students’ achievement, attitudes are relevant component in science learning. However, researchers have noticed a decline in students’ attitudes in pursuing science. Thus, the aim of this research was to delve into the impact of virtual laboratories on students’ attitudes toward biology and their performance in biology topics perceived as difficult. The research involved 168 Rwandan upper secondary school students. The study used a survey research combined with a quasi-experimental research design. The control group comprised 83 students and was taught with the conventional teaching method, while the experimental group comprised 85 and was treated under technology-based instruction using virtual laboratories. Furthermore, a focus group interview was used to get qualitative data about attitudinal change before and after the intervention. Concepts of nerve cells and identification of food nutrients, and enzyme activities were the focus of this study. The results indicated an important effect of an intervention to improve students’ attitudes toward the learned topics (p value < 0.05) and performance in favor of the experimental group. The focus group interviews revealed that prion to teaching interventions nerve cells topic was abstract and daunting to students and the visualization exercises helped them to understand while increasing their interest and engagement. However, a significant effect of the treatment on gender was not identified. The study recommends the use virtual laboratories for teaching difficult and abstract concepts to encourage positive attitudes toward learning biology.
... Teachers have not been able to make and implement learning tools that are integrated with approaches that can guide students to learn more actively. Teachers are more likely to use the lecture method in teaching concepts so that the learning process is only centered on the teacher, while students are only directed to memorize concepts, facts, and theories (Gajić et al., 2021;Mukagihana et al., 2021;Sah et al., 2023). Teachers must prepare various strategies to develop students' abilities to master as much learning material as possible (Brainerd et al., 2017;Lauridsen et al., 2019). ...
This study aims to produce valid and practical digital-based LKPD on ecosystem material for junior high school students. This type of research is research and development. The media development design used is the 4-D (Four-D) model, namely define, design and development, and disseminate. However, this study was modified and limited to reaching the 3-D stage because the media developed was only to test the feasibility of the LKPD media. The subjects in this study were nine students of CLASS VII SMP. The instruments used include validation sheets and questionnaires. The study results show that the developed digital-based LKPD is valid as a student learning tool with an average percentage of 79.25%. The results of the student response questionnaire got 87.5% in the positive category. Using the developed LKPD can significantly increase students' interest in learning and improve learning outcomes.
... A study by Beena (2021) argued that using more than one teaching method and innovation in teaching mathematics and science prevents students from losing interest in learning mathematics and can also be proof of effective teaching. Nowadays, most teachers use innovative methods to build attractive learning environments and improve students' performance (Byukusenge et al., 2022;Byusa et al., 2021;Iyamuremye et al., 2022;Mukagihana et al., 2021;Musengimana et al., 2021). ...
Students understand math and science lessons better when innovative teaching resources are used. To implement a variety of teaching strategies and methods, teachers must be aware of and familiar with various innovative and effective pedagogical knowledge and skills. Some students, on the other hand, believe that math and science are difficult subjects. As a result of their mindset, they avoid or refuse to participate in these subjects in their advanced education. To that end, the purpose of this study was to assess the extent to which upper primary and lower secondary school mathematics and science teachers use modernized and innovative teaching tools after nine months of professional development. The study included 959 teachers from 10 districts in Rwanda, 300 from the primary level and 659 from the lower secondary level. The study collected quantitative data using a classroom observation tool. MS Excel and SPSS were used to analyze data. The results from the analysis showed that secondary school teachers use the provided resources by Rwanda Quality Education for Human Capital Development (RQBEHCD) at a rate of 65.5% on average, while primary school teachers use them at a rate of 63.00% on average. The findings also revealed that these teachers use modernized tools at 77.89% and 80.51%, respectively. This implies that secondary school teachers use more modern tools than primary school teachers. Although, there is no statistically significant difference in modernized tools and innovative methods in terms of teaching grade level (F = 1.067, df = 957, p > .50) between upper primary and lower secondary schools. It was found that primary and secondary teachers use ICT resources at nearly the same rate as secondary school teachers, at 41.1% and 40.6%, respectively. Our findings, therefore, recommend policymakers use more modern tools and innovative teaching and learning methods to improve the educational process.
... 7 Few people have chosen the direction of higher learning institutions. 8 However, few of them focused on teaching and learning practices of quantum physics at the university level. Quantum mechanics is a discipline that is introduced by quantum physics, and quantum physics is a set of principles used to explain the behavior of matter and energy. ...
This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.
... However, slight difference was noticed in favor of females. In addition, the lab environment has shown increasing motivation to learn biology at the Universities in Rwanda (Mukagihana et al., 2021a). ...
... Upon intervention, either inquiry-based learning or conventional teaching method influence an increase in attitude change. This was confirmed by Rogayan (2019); Mukagihana et al. (2021a), asserting that after learning, students improve their attitude towards biology regardless of the teaching techniques they went through. Nevertheless, statistical results with a one-way variance analysis showed a significant difference in attitude change between the two groups in favor of the experimental group taught with inquiry-based learning at a .05 ...
... This can specifically be seen in the inquiry-based learning method used in an experimental group of students, which is an active learning method that offers a learning environment that facilitates learners to collaborate and actively engage in their learning (Nkurikiyimana et al., 2022;Nyirahagenimana et al., 2022). This study is in agreement with other studies revealing that teaching methods that actively engage learners in biology lesson with resources improve students' attitude toward learning biology (Armbruster et al., 2010;Fančovičová & Prokop, 2008;Kisoglu, 2018;Mukagihana et al., 2021a;. ...
Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students’ attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students’ attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students’ interest to learning biology and alleviates the difficulty of its concepts. Keywords: biology education, inquiry-based learning, students’ attitudes, quasi-experimental design
... Our results also confirm that the student's performance is affected by the use of animations during teaching and learning of nervous cells. Thus, our findings corroborate with Mukagihana et al. (2021)'s findings who asserted the use of animations during teaching enhanced pre-service teachers' academic performance in biology lessons. Similarly, Abdulrasaq et al. (2017) argued that Computer Animation Instructional Package (CAIP) significantly improved students' achievement in practical biology. ...
Some science subjects are often perceived to be difficult and boring by students due to their nature and the way they are taught. This study sought to check the effectiveness of the technology-enhanced instruction method with comprehensive use of virtual labs and animations in teaching nerve cells’ (neurons and glial cells) structures and functions. Mayer’s cognitive theory of multimedia learning provided the theoretical model to frame the study. This study used a quasi-experimental design of pre-test and post-test where four secondary schools all from the southern province of Rwanda were selected from two different districts. Two schools from Ruhango District were assigned to the experimental group while the other two schools from Muhanga District were assigned to the control group. The study involved 168 students, 83 forming the control group, and 85 forming the experimental group. The biology test based on nerve cells was used to assess the effect of teaching strategies before and after learning. The collected data were analyzed using SPSS version 23, and we computed a multivariate analysis of variance (MANOVA) and repeated measures ANOVA. The results indicated that the students who learned nerve cells by use of technology-enhanced instruction of virtual labs and animations outperformed those who learned with conventional methods (M. exp. = 80.41% with SD = 10.32 versus M. cont. = 47.11% with SD = 10.68 and a p-value < 0.05). The results also indicated that after learning with virtual labs and animations, the number of students who were able to perform each of the 20 questions of the test increased considerably. The study recommends the use of virtual labs and animations to enhance students’ understanding of nerve cells.
... The need for motivation in learning biology was explored by Mukagihana et al. (2021) and found that there was no statistically significant difference in the motivation of learning the biology of pre-service teachers before and after learning with traditional instruction at a public university while this difference was found statistically significant via animation instruction. The findings from the study of Sibomana et al. (2021) showed that the lack of insufficient instructional materials, science laboratories, and the predominant use of teacher-centered methods decrease students' interest in learning and hence perform poorly. ...
This study intended to explore the contribution of Task-Based Learning (TBL) to raising students' attitudes toward learning chemistry. The study employed a quasi-experimental research design with 369 secondary school grade-2 students in Rwanda. The study randomly assigned students to two groups of differentiated instruction. Thus, the experimental group was exposed to the TBL method, while a control group was taught the teacher-centered method. An internationally standardized Chemistry attitude questionnaire of 0.831 Cronbach alpha reliability coefficient was used before and after teaching and learning activity. The Kruskal Wallis test was computed in SPSS 23.0 to measure the effect of TBLin raising positive attitudes among students in the experimental group compared to the control group. The attitude gain was measured from pre-test to post-test in attitude variables. This study showed a statistically significant difference between the control group and the experimental group (ꭓ² = 4.118, df = 1, p < .05). Furthermore, the students perceived chemistry's importance more than the other three variables (difficulty, interest, and usefulness of chemistry). Results also showed that gender affected students' perceptions of learning chemistry. Females students developed more positive attitudes than male students. However, school location statistically affecting students' attitudes towards chemistry. The study result implies that TBL method helped to increase students' attitudes toward chemistry. Recommendations were given to implement TBL methods in the chemistry classroom.
The Indonesian government regulates a national assessment to measure students' numeracy literacy skills as a reference in planning education policies. One of the latest national assessment data is the 2021 National Assessment Data. This data provides an overview of the numeracy literacy level of students in Indonesia and identifies challenges faced and opportunities for improvement and further development. The research that has been carried out aims to determine the numeracy literacy level of students based on education level: Elementary School (SD/MI), Junior High School (SMP/MTs), Senior High School (SMA/MA), Vocational High School (SMK/MAK) and provinces based on the 2021 National Assessment (AN). They are using a quantitative approach—data based on AN 2021 data, which has become publicly available and endorsed for research development purposes. The population is all schools in Indonesia. The sample is a school whose students (grade 5 SD/MI, grade 8 SMP/MTs, and grade 11 SMA/MA and SMK/MAK) are randomized to participate in the national assessment (AN). The data is a questionnaire answered by students in 34 provinces, 255649 students. Results: The highest and lowest average scores for numeracy competency levels were SMA (1.71), SMK (1.69), SMP (1.66), and SD (0.19). At the provincial level, the highest was DKI Jakarta (1.77), and the lowest was North Maluku (1.46). The study concludes that the average numeracy scores of students, both at the education level and at the provincial level, are still at the lower middle level.
Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students’ attitude towards learning physics.
Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13 th -grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups.
Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students’ attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in.
Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.
