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Updated: Nov 5, 2025
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Classroom observation data collected to document the implementation of physics competence-based curriculum in Rwanda
Kizito Ndihokubwayo1, Jean Uwamahoro1, Irénée Ndayambaje1
1African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, P.O Box 55 Rwamagana, Rwanda.
Data in Brief
|May 20, 2021
Summary
This study presents a dataset on physics classroom observations in Rwanda, using the Reformed Teaching Observation Protocol (RTOP) and Classroom Observation Protocol for Undergraduate STEM (COPUS). The data offers valuable insights for improving physics education in Rwanda.
Area of Science:
- STEM Education
- Physics Teaching
- Classroom Observation
Background:
- Classroom observation is crucial for documenting teaching practices and enhancing learning outcomes.
- Understanding current physics education in Rwanda is essential for targeted improvements.
Purpose of the Study:
- To present a dataset of physics classroom observations in Rwanda.
- To enable reanalysis by teachers, researchers, and policymakers interested in Rwanda's physics education.
Main Methods:
- Data collected from qualified teachers in Kigali and rural eastern Rwanda.
- Utilized Reformed Teaching Observation Protocol (RTOP) and Classroom Observation Protocol for Undergraduate STEM (COPUS).
- Ensured data validity and reliability through standard instruments and interobserver agreement.
Main Results:
- The dataset provides a comprehensive record of physics classroom practices in Rwanda.
- Standardized instruments and observer agreement confirm data validity and reliability.
Conclusions:
- The dataset serves as a valuable resource for understanding and improving physics education in Rwanda.
- Detailed methods for data collection and analysis are available in supplementary materials.
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