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), RWANDA2 University of Rwanda College of Education (UR-CE), Department of Mathematics, Science and Physical Education, RWANDA3 Mbarara University of Science & Technology (MUST), Department of Educational Foundations and Psychology, UGANDA* Corresponding Author


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.


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

EURASIA J Math Sci Tech Ed, Volume 16, Issue 6, June 2020, Article No: em1848

Publication date: 17 Mar 2020

Article Views: 6632

Article Downloads: 4255

Open Access References How to cite this article