Iyamuremye Aloys, Twagilimana Innocent, Niyonzima Francois Niyongabo
University of Rwanda-College of Education, Kayonza, Rwanda.
African Center for Excellence for Innovative in Teaching and Learning Mathematics and Science (ACEITLMS), Kayonza, Rwanda.
Heliyon. 2024 Oct 16;10(20):e39356. doi: 10.1016/j.heliyon.2024.e39356. eCollection 2024 Oct 30.
In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers' age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.
近年来，由于学生参与度和积极性有限，有机化学的教学频繁面临挑战。因此，对创新教学方法以解决这些问题的需求日益增长。在这种背景下，基于网络的讨论已成为一种有望提高学生参与度并培养批判性思维能力的方法。因此，本研究调查了卢旺达中学在有机化学教学中采用基于网络的讨论工具的程度，以应对学生参与度和积极性有限的挑战。采用基于调查问卷的定量研究方法，从卡莫尼和加萨博地区的133名中学化学教师那里收集数据。研究结果表明，78%的教师不使用基于网络的讨论工具，而22%的教师已将这些工具整合到他们的教学中。用户中较受欢迎的平台包括WhatsApp群组、谷歌文档和谷歌课堂。此外，该研究突出了一些关键的有机化学主题，如烷烃、聚合物、聚合反应和醇类，这些主题可以通过这些工具有效地进行教学。使用协方差分析的统计分析并未显示基于学校位置、教师年龄、学校所有权和教学经验等因素在使用基于网络的讨论工具方面存在显著差异，p值分别为0.817、0.234、0.380和0.051。然而，与教学经验相关的临界显著性（p = 0.051）表明存在一种潜在趋势。在性别方面观察到显著差异，男教师更有可能使用这些工具（p = 0.015）。该研究为影响卢旺达采用基于网络的讨论工具的因素提供了有价值的见解，为教育工作者和课程开发者创建更具吸引力和包容性的化学课程提供了有用的指导。
