Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools
Edwin Byusa 1 * , Edwige Kampire 2, Adrian Rwekaza Mwesigye 3
More Detail
1 African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (UR-CE), RWANDA
2 University of Rwanda College of Education (UR-CE), Department of Mathematics, Science and Physical Education, RWANDA
3 Mbarara University of Science & Technology (MUST), Department of Educational Foundations and Psychology, UGANDA
* Corresponding Author

Abstract

This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers’ alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/7833

EURASIA J MATH SCI T, 2020 - Volume 16 Issue 6, Article No: em1848

Publication date: 17 Mar 2020

Article Views: 460

Article Downloads: 169

Open Access References How to cite this article