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Papers by Aloys IYAMUREMYE

Research paper thumbnail of Utilization of artificial intelligence and machine learning in chemistry education: a critical review

Discover education, Jul 10, 2024

Research paper thumbnail of The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district

Research paper thumbnail of Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development

Education and information technologies, May 15, 2024

Research paper thumbnail of Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda

Discover education, Feb 1, 2024

This research aimed to determine the influence of Continuous Professional Development (CPD) train... more This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers' Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and selfefficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers' PCK in mathematics and science.

Research paper thumbnail of Exploring Secondary School Students’ Interest and Mastery of Atomic Structure and Chemical Bonding through ChatGPT

Research paper thumbnail of Enhancing Understanding of Challenging Chemistry and Physics Concepts in Secondary Schools of Kayonza District through Computer Simulation-Based Learning

Journal of Classroom Practices

The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 phy... more The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 physics students, and 12 teachers." Researchers used a mixed research design, including interviews, questionnaires, and achievement tests, to collect data. Before the intervention, focus group interviews with teachers identified challenging topics, and students took pre-tests to assess their prior understanding. Quantitative data from questionnaires were analyzed descriptively, and achievement test data were analyzed using Multivariate Analysis of Variance. Qualitative data from interviews and open-ended questionnaires were interpreted and analyzed descriptively. The results indicated that simulation-based learning effectively reduced the abstract nature of physics and chemistry concepts. Significant improvements were observed in both subjects' mean scores between pre-and post-tests, with post-test results showing a clear advantage. Gender analysis revealed a significant difference...

Research paper thumbnail of Online periodic table of elements to support students’ learning of trends in properties of chemical elements

Education and Information Technologies

Research paper thumbnail of Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools

Research paper thumbnail of Usage of modernized tools and innovative methods in teaching and learning mathematics and sciences: A case of 10 districts in Rwanda

Education and Information Technologies

Research paper thumbnail of Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda

Education and Information Technologies

Research paper thumbnail of Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Journal of Classroom Practices

Students with Special Educational Needs are encouraged to achieve high academic standards in Math... more Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each u...

Research paper thumbnail of Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry

Revista de ştiinţe ale educaţiei, Aug 1, 2022

This study aimed to investigate the use of formative assessment rubrics for supporting the learni... more This study aimed to investigate the use of formative assessment rubrics for supporting the learning of organic chemistry in secondary schools in Rwanda. A mixed research approach was used to collect and analyze data. The target population was 210 senior five chemistry students and 15 chemistry teachers. However, 140 senior five chemistry students and 10 senior five chemistry teachers were purposively selected to participate in the study. The qualitative data were obtained from the interview while quantitative data were obtained from the survey questionnaire. The qualitative data were analyzed by discourse and interpretive approaches while quantitative data were checked by descriptive statistics.

Research paper thumbnail of Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda

Education and Information Technologies

Research paper thumbnail of Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic Education project

Research paper thumbnail of Knowledge construction in chemistry through web-based learning strategy: a synthesis of literature

Education and Information Technologies

Research paper thumbnail of Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning

Education and Information Technologies, May 27, 2022

Research paper thumbnail of Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students’ perceptions

Education and Information Technologies, May 3, 2022

Research paper thumbnail of Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection

International Journal of Emerging Technologies in Learning (iJET)

The current study explores students’ reflection and conception towards the utilization of web-bas... more The current study explores students’ reflection and conception towards the utilization of web-based discussion in teaching and learning organic chemistry. The study seeks to investigate the influence of web-based discussion on students’ performance in teaching and learning organic chemistry. A total of 153 senior three students were involved in the study. A mixed research approach was used to collect data whereby an achievement test was used to collect quantitative data while an open-ended questionnaire was used to collect qualitative data. A paired t-test was used to analyze quantitative data while interpretive analysis was used to analyze qualitative data. The results revealed that a web-based discussion is a powerful tool that enhances students’ performance in organic chemistry (p˂ 0.05, df =152). Students reflect positively on the effectiveness of web-based discussion as it helps them to share knowledge and experience, enhance interaction, confidence, and motivation. Some challe...

Research paper thumbnail of Secondary school teacher’s conception and reflection of computer programming with Scratch

Discover Education

The present study explores teachers' conception and reflection of computer programming with a... more The present study explores teachers' conception and reflection of computer programming with a Scratch in terms of technological and pedagogical aspects. A mixed research approach specifically sequential explanatory research design was used to collect quantitative and qualitative data. The population was comprised of two hundred and four in-service Mathematics, Chemistry, Physics, and Biology teachers from Kayonza district, Rwanda. However, only 34 were randomly selected to participate in the study. An achievement test and structured interview were used to collect quantitative and qualitative data, respectively. The quantitative data obtained from pre- and post-tests were analyzed using a paired t test, and the data from the interview was analyzed by descriptive, and interpretive analyses. It was revealed that secondary school teachers have a respectable conception and constructive reflection of Scratch programming once attending scratch training. Quantitative findings showed tha...

Research paper thumbnail of The progress in the application of rubric materials in chemistry teaching and students’ learning enhancement during 21st century: a systematic review

Discover Education

21st century teaching and learning emphasize the full engagement of students for improving their ... more 21st century teaching and learning emphasize the full engagement of students for improving their critical thinking and cooperation and the construction of the knowledge that demonstrates deep understanding. However, significant studies reported chemistry as a challenging subject caused of abstract concepts, phenomena and ways used in teaching and assessment. In this regard, rubrics were developed as guidelines to judge and score students’ activities and see their achievements. As an assessment tool, a rubric is crucial in the twenty-first century for self-directed learning and individual students’ assessment of the intended learning outcomes. Some teachers and researchers acknowledge the role of rubrics in teaching and learning chemistry. However, the application of rubrics is quite unconsidered. Thus, the present systematic review stresses the 21st-century overview of rubric materials and their progress in application in chemistry teaching and students’ learning enhancement. In coo...

Research paper thumbnail of Utilization of artificial intelligence and machine learning in chemistry education: a critical review

Discover education, Jul 10, 2024

Research paper thumbnail of The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district

Research paper thumbnail of Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development

Education and information technologies, May 15, 2024

Research paper thumbnail of Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda

Discover education, Feb 1, 2024

This research aimed to determine the influence of Continuous Professional Development (CPD) train... more This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers' Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and selfefficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers' PCK in mathematics and science.

Research paper thumbnail of Exploring Secondary School Students’ Interest and Mastery of Atomic Structure and Chemical Bonding through ChatGPT

Research paper thumbnail of Enhancing Understanding of Challenging Chemistry and Physics Concepts in Secondary Schools of Kayonza District through Computer Simulation-Based Learning

Journal of Classroom Practices

The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 phy... more The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 physics students, and 12 teachers." Researchers used a mixed research design, including interviews, questionnaires, and achievement tests, to collect data. Before the intervention, focus group interviews with teachers identified challenging topics, and students took pre-tests to assess their prior understanding. Quantitative data from questionnaires were analyzed descriptively, and achievement test data were analyzed using Multivariate Analysis of Variance. Qualitative data from interviews and open-ended questionnaires were interpreted and analyzed descriptively. The results indicated that simulation-based learning effectively reduced the abstract nature of physics and chemistry concepts. Significant improvements were observed in both subjects' mean scores between pre-and post-tests, with post-test results showing a clear advantage. Gender analysis revealed a significant difference...

Research paper thumbnail of Online periodic table of elements to support students’ learning of trends in properties of chemical elements

Education and Information Technologies

Research paper thumbnail of Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools

Research paper thumbnail of Usage of modernized tools and innovative methods in teaching and learning mathematics and sciences: A case of 10 districts in Rwanda

Education and Information Technologies

Research paper thumbnail of Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda

Education and Information Technologies

Research paper thumbnail of Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Journal of Classroom Practices

Students with Special Educational Needs are encouraged to achieve high academic standards in Math... more Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each u...

Research paper thumbnail of Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry

Revista de ştiinţe ale educaţiei, Aug 1, 2022

This study aimed to investigate the use of formative assessment rubrics for supporting the learni... more This study aimed to investigate the use of formative assessment rubrics for supporting the learning of organic chemistry in secondary schools in Rwanda. A mixed research approach was used to collect and analyze data. The target population was 210 senior five chemistry students and 15 chemistry teachers. However, 140 senior five chemistry students and 10 senior five chemistry teachers were purposively selected to participate in the study. The qualitative data were obtained from the interview while quantitative data were obtained from the survey questionnaire. The qualitative data were analyzed by discourse and interpretive approaches while quantitative data were checked by descriptive statistics.

Research paper thumbnail of Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda

Education and Information Technologies

Research paper thumbnail of Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic Education project

Research paper thumbnail of Knowledge construction in chemistry through web-based learning strategy: a synthesis of literature

Education and Information Technologies

Research paper thumbnail of Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning

Education and Information Technologies, May 27, 2022

Research paper thumbnail of Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students’ perceptions

Education and Information Technologies, May 3, 2022

Research paper thumbnail of Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection

International Journal of Emerging Technologies in Learning (iJET)

The current study explores students’ reflection and conception towards the utilization of web-bas... more The current study explores students’ reflection and conception towards the utilization of web-based discussion in teaching and learning organic chemistry. The study seeks to investigate the influence of web-based discussion on students’ performance in teaching and learning organic chemistry. A total of 153 senior three students were involved in the study. A mixed research approach was used to collect data whereby an achievement test was used to collect quantitative data while an open-ended questionnaire was used to collect qualitative data. A paired t-test was used to analyze quantitative data while interpretive analysis was used to analyze qualitative data. The results revealed that a web-based discussion is a powerful tool that enhances students’ performance in organic chemistry (p˂ 0.05, df =152). Students reflect positively on the effectiveness of web-based discussion as it helps them to share knowledge and experience, enhance interaction, confidence, and motivation. Some challe...

Research paper thumbnail of Secondary school teacher’s conception and reflection of computer programming with Scratch

Discover Education

The present study explores teachers' conception and reflection of computer programming with a... more The present study explores teachers' conception and reflection of computer programming with a Scratch in terms of technological and pedagogical aspects. A mixed research approach specifically sequential explanatory research design was used to collect quantitative and qualitative data. The population was comprised of two hundred and four in-service Mathematics, Chemistry, Physics, and Biology teachers from Kayonza district, Rwanda. However, only 34 were randomly selected to participate in the study. An achievement test and structured interview were used to collect quantitative and qualitative data, respectively. The quantitative data obtained from pre- and post-tests were analyzed using a paired t test, and the data from the interview was analyzed by descriptive, and interpretive analyses. It was revealed that secondary school teachers have a respectable conception and constructive reflection of Scratch programming once attending scratch training. Quantitative findings showed tha...

Research paper thumbnail of The progress in the application of rubric materials in chemistry teaching and students’ learning enhancement during 21st century: a systematic review

Discover Education

21st century teaching and learning emphasize the full engagement of students for improving their ... more 21st century teaching and learning emphasize the full engagement of students for improving their critical thinking and cooperation and the construction of the knowledge that demonstrates deep understanding. However, significant studies reported chemistry as a challenging subject caused of abstract concepts, phenomena and ways used in teaching and assessment. In this regard, rubrics were developed as guidelines to judge and score students’ activities and see their achievements. As an assessment tool, a rubric is crucial in the twenty-first century for self-directed learning and individual students’ assessment of the intended learning outcomes. Some teachers and researchers acknowledge the role of rubrics in teaching and learning chemistry. However, the application of rubrics is quite unconsidered. Thus, the present systematic review stresses the 21st-century overview of rubric materials and their progress in application in chemistry teaching and students’ learning enhancement. In coo...