Implementation of the Competence-Based Learning in Rwandan Physics Classrooms: First Assessment Based on the Reformed Teaching Observation Protocol
Kizito Ndihokubwayo 1 * , Jean Uwamahoro 1, Irénée Ndayambaje 2
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1 African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), RWANDA2 Rwanda Education Board (REB), RWANDA* Corresponding Author


Regular class observations are one of the means to monitor factors and dynamics that influence quality learning. From 2016, the Rwanda education system introduced a new curriculum known as Competence-Based Curriculum (CBC), which ensures fosters more the learner-centered approach. This study was carried out to assess CBC input after four years of implementation. For this assessment, the reformed teaching observation protocol (RTOP) was used to observe 42 classes from 17 classrooms taught by nine teachers from the eastern province and Kigali city in Rwanda. Outcomes of our analysis indicated that after four years of CBC implementation, learners’ active participation has improved. The overall aggregate scores of observed lessons were 2.16 out of 4 ratings (54%) across all the 25 RTOP statements. Grouping the RTOP statements into six factors, learner-centered physics class is practiced at a 61% level while the overall reformed physics class is at a level of 53%. The results of this study led us to formulate some recommendations that would more improve physics students’ active learning.


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 9, September 2020, Article No: em1880

Publication date: 17 Jul 2020

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