A case study on chemistry classroom practices in the Rwandan secondary schools

Area of Science:

• STEM Education
• Chemistry Pedagogy

Background:

• Classroom practices significantly impact student learning outcomes in STEM.
• Understanding current instructional methods is crucial for educational development in Rwanda.

Purpose of the Study:

• To assess the classroom practices of Rwandan secondary school chemistry teachers.
• To evaluate the prevalence of active versus passive learning in chemistry education.

Main Methods:

• Classroom observations were conducted using the Classroom Observation Protocol for Undergraduate STEM (COPUS).
• Data were collected across 30 lessons for second-grade (S2) students (ages 14-16).

Main Results:

• Active learning dominated chemistry classes (54%) compared to passive learning (42%), a statistically significant difference (p < .01).
• Students engaged in active learning practices for 82% of observed 2-minute intervals.
• Teachers effectively utilized group work and collaborative learning strategies.

Conclusions:

• Rwandan chemistry classrooms exhibit a strong emphasis on active learning and student engagement.
• The observed practices align with effective pedagogical strategies for science education.
• Findings provide a baseline for future interventions and professional development for chemistry teachers.