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Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, ha...
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Context 1
... learner's prior knowledge (performance in S3NE (r=.714, p<.000), absenteeism of students (r=.742, p<.000), education level of the father (r=.685, p<.000) and education level of the mother (r=.735, p<.000). Table 4 showed that a linear positive and significant relationship existed between the predictor variables (teacher qualification, distance home-school, family's economic background, type of energy used, learner's prior knowledge, absenteeism of students, education level of father and education level of mother) and performance among the senior six secondary school students. The table indicated that the multiple R was 0.857, which implies a high positive relationship among the predictor variables and the criterion variable (students' performance in science in S6NE). ...Citations
... First, inadequate resources and infrastructure severely limit the quality of physics education. Many schools lack laboratories, modern teaching materials, and qualified teachers, which hampers students' ability to engage in practical, hands-on learning experiences [14,15]. The reliance on outdated curricula that do not reflect current scientific developments further exacerbates this issue [16]. ...
This study investigates the causes of poor performance in physics among students in Kigandalo Sub County, Mayuge District. Through a mixed-methods approach, the research examines the impact of school facilities, teacher qualifications, and student attitudes on academic outcomes in physics. Data was collected from 140 respondents, including physics teachers, head teachers, other administrators, lab technicians, and students, with an 83% response rate. The findings reveal that inadequate school facilities and infrastructure, such as poorly equipped laboratories and classrooms, significantly hinder effective teaching and learning of physics. Additionally, the level of qualification of physics teachers plays a crucial role, with higher-qualified teachers being better able to explain complex concepts and provide targeted interventions. Furthermore, students' negative attitudes towards physics, often viewing it as a difficult subject, contribute to their poor performance. Intervening factors such as teaching methods, parental involvement, student motivation, peer influence, school management, availability of extracurricular programs, community and environmental factors, access to educational technology, student health and well-being, and government policies also affect the relationship between the identified causes and student performance. Based on these findings, the study recommends improving school facilities, enhancing teacher qualifications through professional development, and implementing strategies to positively change students' attitudes towards physics. Addressing these issues is essential to improve physics performance and overall educational outcomes in the region. Further research is suggested to explore additional factors and the long-term effects of the proposed interventions.
... Despite these advancements, the consulted studies have focused on the impact of technology on science teaching in general but not specifically focus on the utilization of ICBLS in chemistry education across some Sub-Saharan African countries (Nsengimana et al., 2020;Sibomana et al., 2021). This implies that there is a notable lack of studies that have focused on the specific use of ICBLS in learning chemical reactions. ...
Introduction
Teachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.
Methods
A multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.
Results
The findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.
Discussion
The study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources.
... Additionally, Sibomana et al. (2021) (2022), which anticipated an increase in pass rates. ...
Mathematics is essential to life as everyone uses mathematical concepts daily. Many countries have advanced in science and technology by investing in mathematics. This study aimed to determine the trend of students who sat for the Certificate of Secondary Education Examination (CSEE) in mathematics from 2015 to 2022; analyse performance trends in mathematics during this period, examine mathematics failure rate trends, and project pass rates in mathematics for the next eight years, from 2023 to 2030. This study employed a quantitative research approach and an ex-post facto research design. Participants were 4,459,009 students who sat for CSEE from 2015–2022. Analysis from the Statistical Package for Social Sciences version 26.0 revealed a consistent rise in student enrollment, with 136,481 more students by 2022. The pass rate was low, as the maximum was 20.12%, while failure rates consistently exceeded 78%. The findings indicated further that the pass rates would remain low from 2023 to 2030. The study recommends reviewing secondary school mathematics curriculum, increasing teaching and learning materials, providing regular in-service training in innovative pedagogical practices and assessment, and hiring more mathematics teachers in secondary schools.
... Failures in biology are indeed reiterated by Ndayambaje et al. (2021), whose findings from students' self-reported level of performance in that subject indicate that 85 out of 110 learners recognised that they underperformed in this subject. Similar struggles are evident in mathematics and other science-related subjects (Sibomana et al., 2021;Masabo et al., 2023). ...
... While previous studies, such as Sibomana et al. (2021), focused on student interest in STEM subjects, this study investigates the extent to which ICT-driven engagement with content can improve learning outcomes. This is supported by Dushimimana and Uworwabayeho (2021), who highlight the importance of ICT-supplemented instructional approaches. ...
This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.
... Despite Rwanda's small number of schools equipped with mathematics laboratories, resource constraints and inadequate maintenance continue to plague them (Ukobizaba et al., 2021). Most of the time, teachers lack the knowledge and skills to effectively incorporate laboratory activities into their curriculum, and this ends up with underutilization and misconceptions about the purpose of these laboratories (Sibomana et al., 2021;Bainomugisha et al., 2023). ...
... The results in this table align with Kuhl (2021), who argued that hands-on activities and technology consolidate understanding and participation, leading to increased student motivation and improved achievement in standardized tests. In addition, the results confirm the findings of Sibomana et al. (2021), who investigated the factors affecting the achievement of twelve-year basic students and discovered a positive correlation between the frequency of mathematics lab use and mathematics activities with improved test scores and teacher assessments. The overall mean of 3.875 in Table 8 shows that teachers generally strongly agree with the quality of lab resources. ...
... They also agreed that they attend Math lab classes daily, with a mean of 4.5144 and varied perceptions (standard deviation of 0.95267). The findings are in confirmation to Sibomana et al. (2021), who investigated the factors affecting the achievement of twelve-year basic students and noticed a positive correlation between the frequency of lab use and Mathematics activities with improved test scores and teacher assessments. Table 11 summarizes students' opinions on types of lab activities. ...
The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.
... Additionally, CPD sessions often foster a sense of community and collaboration among educators. When teachers come together to learn and share their experiences, they can offer each other support and encouragement [14]. The collaborative environment can have a positive impact on teachers' attitudes by reducing feelings of isolation and burnout, which are common in the teaching profession. ...
When teachers are confident in their ability to teach Mathematics and Science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher's interest and belief in the material. This study aiming at exploring teachers' confidence of teaching Mathematics and science as result of Continuous Professional Development (CPD) by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex-post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p<0.05) between AIMS-TTP interventions and teachers’ confidence to teach Mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach Mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, ICT integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum (CBC); and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching Mathematics and science, F (7,326) =183.843, p<0.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching Mathematics and science. Moreover, the findings (Adjusted R2 =0.822, F (8, 342) = 197.055, p= 0.000 p<0.05) indicated that 82.2 % of the variance in improved teachers’ attitude in teaching Mathematics and science evidences a significant influence on the total variance. Our research suggests that policy makers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing Mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School (TSS) STEM teachers.
... Some studies are based on the students' interest to determine their mathematics performance (Warren et al., 2021). Others say the gender of the students has a significant effect on their mathematical performance (Innabi & Dodeen, 2018), teacher mathematics self-efficacy affects students' mathematics performance (Perera & John, 2020), and parents' interest in mathematics has an effect on their children's interest and performance (Sibomana et al., 2021). The educational environment influences students' enthusiasm for learning mathematics positively, according to Vidergor and Ben-Amram (2020). ...
... Similarly, gamification of mathematics learning, where mathematics concepts are presented in the form of games, can help to make learning more engaging and enjoyable for students. (Sibomana et al., 2021). Using GeoGebra in mathematics teaching and learning will increase students' mathematics interest in curve sketching, probability distribution, 3D graphing, spreadsheet, and CAS (that's integral and derivative of a function), which also has positive effect on students' mathematics performance (Ponce Campuzano et al., 2018). ...
The current study aimed to determine the impact of using technology in mathematics teaching and learning on the mathematics performance of students as mediated by students’ interest in mathematics. Simple random sampling techniques were used to sample 216 students from the three selected SHS in Kumasi, Ghana. A structured questionnaire was used as an instrument for data collection since the study is purely quantitative. Amos (ver. 23) was used to analyze the structural paths of the study. The results from the analysis reveal that the impact of technology on mathematics performance was positive and significant, and the impact of mathematics interest on mathematics performance was positive and significant. Also, the impact of technology on mathematics interest was positive and significant. Finally, the connection between employing technology in mathematics teaching and learning and students' performance in mathematics is somewhat mediated by students' interest in mathematics, and this relationship is statistically significant. The Ghana Education Service and the Ministry of Education were further advised by the study to incorporate technology into mathematics instruction and learning to boost senior high school students' interest and performance in the subject.
... In the teacher-centered method, the teacher does talking and writing on the chalk or white board while the students' role is to listen and copy from the board passively (Sandika et al., 2018). This leads to an overloading of information to students, which in turn ends by lowering students' interest and attitude towards the taught subject, resulting in low achievement (Chidubem & Adewunmi, 2020;Sibomana et al., 2021). Teacher-centered method is built on the behaviorism theory in which teachers are merely the sole source of students' teaching and information (Molande et al., 2017). ...
Although the central role of biology in nation’s scientific and technological advancement is unquestionable, the academic achievement of students in the subject has been subpar. To cope with this situation, researchers in science education have continued to look for a successful way to teach and learn biology concepts. The present study, therefore, investigated the comparative effects of concept mapping (CM) and cooperative mastery learning (CML) teaching strategies on students learning outcomes in photosynthesis. A non-equivalent pre-/post- test quasi-experimental research design was adopted. 295 secondary school form two students from four co-educational schools made up the sample of the study. Data were generated through photosynthesis achievement test (PAT). PAT was subjected to reliability analysis using Kuder-Richardson 21 (KR-21) and Cronbach’s alpha, which yielded a reliability coefficient of 0.82 and 0.95, respectively. Data were analyzed using mainly descriptive statistics, and inferential statistics of analysis of covariance. The findings revealed that both CM and CML enhanced students’ achievement (F[1,294]=26.165, p< 0.05), and the retention of the concept of photosynthesis (F[1,294]=9.042, p< 0.05). However, CM was significantly more effective than CML. As a result, the recommendation that came up among others was that science teachers should embrace CM in biology teaching as well as other perceived difficult topics in science subjects. Also considered important was to train science trainee teachers to use CM.
... Enactment of practical activities in science necessitates teachers' knowledge, skills and attitudes and values to enhance significantly the students' learning outcomes and effectively contribute to their school achievement (Brand, 2020;Karalı, 2022). However, studies conducted indicate that students' poor performance in mathematics and science in developing countries, including Rwanda, is connected to poor teaching and learning approaches used added to class size and un availability of lab material and equipment in some schools (Sibomana, Nicol, et al., 2021). ...
p style="text-align: justify;">This study examined the impact of the Rwanda African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP) on 228 secondary school students’ interest to learn Mathematics and science taught by 7058-trained teachers over 5-years across 14 districts. Students were exposed to various AIMS-TTP interventions, including industrial visits, science hours, and international day for women and girls in science, mathematics competition, robotics and mathematics challenge, and the Pan African Mathematics Olympiad (PAMO). A survey research design was employed to collect data about students’ interest to learn Mathematics and science, and data on students’ choices of combinations were obtained from the National Examination and School Inspection Authority (NESA) for the academic years 2017 to 2022. Data analysis using bivariate correlation and regression analyses revealed a positive and significant relationship (p<.05) between AIMS-TTP interventions and students’ interest to learn Mathematics and science. Besides, linear regression model indicated that hands-on activities, exposure to mathematics and science role models, science hour and smart classroom were the best predictors of students’ interest to learn mathematics and science (β=.197, p< .05; β=.217, p<.05; β=.234, p< .05; and β=.218, p<.05 respectively). They contributed 66.7 % (Adjusted, R2 = .667, p < .05) of the variance in students’ interest in learning mathematics and science. The AIMS-TTP interventions significantly improved students’ interest to learning mathematics and science. Recommendations include comprehensive training programs with direct student engagement, diverse competitions, and ongoing teacher support through professional development. Future research should focus on students’ STEM interest in Technical, Vocational Education, and Training schools.</p
... Additionally, Sibomana et al. (2021) (2022), which anticipated an increase in pass rates. ...
Mathematics is essential for students to achieve their goals, especially in
fields that require strong quantitative skills. A solid foundation in
Mathematics acquired during secondary education pursuit is required for
students wishing to pursue science, technology, and artificial intelligence
(AI) programs in higher education, where advanced concepts such as
calculus, linear algebra, and probability theory are required. However,
secondary school students' performance in Mathematics remains poor not
only in Tanzania but also in several other countries, limiting their
educational and career opportunities. This study aimed to determine the
trend of students’ registration for Mathematics in the Certificate of
Secondary Education Examination (CSEE) from 2015 to 2022, analyse
performance trends in Mathematics during this period, examine
Mathematics failure rate trends, and project future pass rates in
Mathematics for the next eight years, from 2023 to 2030. A quantitative
research approach and an ex-post facto research design were used,
whereby all students who sat for CSEE for the specified years (2015–
2022) constituted a sample size. The Statistical Package for Social
Sciences (SPSS) version 26 analysis revealed a consistent rise in student
registration for exams, with 136,481 more students participating in CSEE
Mathematics by 2022. The pass rate remained low, as it never exceeded
21%, while failure rates consistently exceeded 78%. Furthermore, the
study predicted that pass rates would continue to be low from 2023 to
2030. The study recommends reviewing Mathematics curriculum,
improving learning environments, providing regular in-service training to
Mathematics teachers in the areas of pedagogical practices and
assessment, and hiring more Mathematics teachers in schools.
