Kanyesigye Stella Teddy, Uwamahoro Jean, Kemeza Imelda
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda.
Mbarara University of Science and Technology, Mbarara, Uganda.
Data Brief. 2022 Aug 9;44:108534. doi: 10.1016/j.dib.2022.108534. eCollection 2022 Oct.
This dataset comprises data collected from three measures; (a) 419 students who completed the mechanical waves conceptual survey (MWCS), (b) the same students (419 students) who completed the views about sciences survey (VASS), and (c) 152 physics lessons that were observed from 22 teachers using reformed teaching observation protocol (RTOP). The data were collected from 19 schools in Mitoma district, Southern western Uganda, for the first author's doctoral research project in physics education pursued at the University of Rwanda College of Education (URCE). The data were collected from February to April 2021, while the training for the problem-based learning (PBL) approach was delivered to teachers from 10 to 11 February 2021. The students were split into four groups (with a Solomon four-square design), and data includes pre-and post-test measures from before and after teacher instruction on problem-based learning. On the side of teachers, 72 classrooms were observed in classrooms taught by teachers who were trained in PBL, while 80 were observed in the classroom taught by teachers who were not trained in PBL. This dataset is in the form of raw data, and it can be analyzed in various forms, such as students' performance and conceptual understanding of mechanical waves, their attitudes toward science, and teacher and students' classroom practices. It provides room for researchers to explore, dig deep into, and reuse it for various purposes such as experimental versus control trials, students' gender, school characteristics, etc. Policymakers and educationists would also explore and get insights into Ugandan classrooms' teaching and learning practices.
(a) 419名完成机械波概念调查（MWCS）的学生；(b) 同样这419名完成科学观调查（VASS）的学生；(c) 使用改革后的教学观察协议（RTOP）对22名教师的152节物理课进行的观察。这些数据是第一作者在卢旺达大学教育学院（URCE）攻读物理学教育博士研究项目期间，从乌干达西南部米托马区的19所学校收集的。数据收集于2021年2月至4月，而基于问题的学习（PBL）方法的培训于2021年2月10日至11日提供给教师。学生被分成四组（采用所罗门四组设计），数据包括教师进行基于问题的学习教学前后的测试前和测试后测评。在教师方面，对接受过PBL培训的教师授课的72间教室进行了观察，而对未接受过PBL培训的教师授课的80间教室进行了观察。该数据集为原始数据形式，可以以各种形式进行分析，例如学生对机械波的表现和概念理解、他们对科学的态度以及教师和学生的课堂实践。它为研究人员提供了探索、深入研究并出于各种目的（如实验与对照试验、学生性别、学校特征等）重新使用它的空间。政策制定者和教育工作者也将探索并深入了解乌干达课堂的教学实践。
