Article Per Year (5 Year)
p-Index From 2021 - 2026
1.037
P-Index
This Author published in this journals
All Journal Unnes Science Education Journal IJCER (International Journal of Chemistry Education Research) Journal of Education Technology Journal of Innovative Science Education
Kibirige, Israel
Unknown Affiliation
Chemistry Computer Science & IT Education Environmental Science Materials Science & Nanotechnology

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Exploring the Prevalence of Misconceptions Regarding Heat and Temperature among Grade Nine Natural Science Learners Kibirige, Israel
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v10i3.47258

Abstract

Learners bring various misconceptions to class. The study explored learners’ misconception prevalence about heat and temperature among Grade nine Natural Sciences learners. A single case study design with 30 Grade nine learners from one secondary school in Magatle Circuit. The Heat and Temperature Concept Questionnaire (HTCQ) was used to elicit learners’ misconceptions. For each questionnaire item, percentage frequencies of incorrect, correct, and unanswered responses were calculated. The overall prevalence of misconceptions regarding heat and temperature among learners ranged from 40 to 93% (Mean 68.0% SD = 6.3), with the highest prevalence in thermal dynamic questions. The correct responses ranged from 0 to 57% (Mean = 25.1, SD = 7.1) where most learners scored between 20-30%, while unanswered questions ranged from 0 to 13% (Mean = 6.9, SD = 1.3). These results show a high prevalence of misconceptions. They could not explain how heat travels within molecules of different objects because of the lack of a link between every knowledge and school science. The findings of this study have several implications for classroom planning, teaching, and the designing of learning materials.
Pre-Service Teachers’ Conceptual Understanding and Retention When Taught Osmosis Using Group Discussions Kibirige, Israel
Journal of Innovative Science Education Vol 12 No 3 (2023): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v12i3.77531

Abstract

The effect of Group Discussions (GD) on pre-service teachers taught Osmosis was investigated using a quasi-experimental design with pre-and post-tests. Ninety-four pre-service teachers (N=47) for the Experimental Group (EG) taught using GD, and (N=47) for the Control Group (CG) were taught using the Traditional Approach (TA). Results from post-tests show EG performed better than CG, as indicated by Analysis of Covariance (ANCOVA), p < .05, suggesting that GD improved conceptual understanding. A Mann-Whitney U-test shows no significant differences in performance between males and females in EG, implying GD favoured both genders. In addition, EG retention was higher than CG when tested after an extended period. Thus, the results show that GD improves pre-service teachers’ conceptual understanding and retention. The implication for educators is that the use of GD in teaching biology improves pre-service teachers’ conceptual understanding of Osmosis, and these results have far-reaching implications in teacher education.
Teachers’ Methods, Content Knowledge and Learners’ Attitudes Towards Learning Physics in Uganda Lugolole, Robert; Bazirakye, Thadeo K.; Kibirige, Israel; Batiibwe, Marjorie S. K.; Sentongo, John
Unnes Science Education Journal Vol 12 No 3 (2023): December 2023
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v12i3.75701

Abstract

Secondary school learners have negative attitudes towards physics. This study investigated the relationship between learners’ attitudes towards physics and teachers’ methods and content in teaching Physics. A cross-sectional research design deploying a mixed method was used with 19 teachers and 327 learners. A questionnaire for learners and an interview guide for teachers were utilised to collect data. While thematic analysis was used for the qualitative data, descriptive statistics, Pearson correlation and regression analysis were used for quantitative data. Three themes emerged from the qualitative data: excitement, engagement, and demotivation. The quantitative results show that teachers’ PK and PCK enhanced learners’ attitudes towards physics. A regression analysis revealed that PK and PCK accounted for most variations, while CK had the least, suggesting a clear importance of pedagogy in influencing learners’ attitudes towards physics. This study recommends designing modules in PK and PCK with real-life challenges to enhance learners’ attitudes toward physics.
In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration Kibirige, Israel
Journal of Education Technology Vol. 6 No. 3 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i3.51834

Abstract

Respiration is one of the difficult biology topics, and teachers have challenges effectively teaching it to minimise misconceptions. The aims of this study was to analyse the effect of guided inquiry computer simulations on pre-service teachers' performance. A quasi-experimental design was used with 65 in-service teachers: 33 experimental groups taught using guided inquiry computer simulations, and 32 control groups received instructions using traditional chalk-and-talk. Data were collected using the Academic Performance Test and analysed using a T-test to determine the differences between the groups. Analysis of Covariance was used to find out the effect of the intervention. Both groups were pre-tested to gauge their previous knowledge and post-tested to establish changes after the teaching. The results show experimental group surpassed the control group. Also, males and females performance in the experimental group was similar, suggesting that guided inquiry computer simulations favoured both genders. It implies that guided inquiry computer simulations are effective tools to minimise misconceptions regarding cellular respiration. Thus, the researchers recommend using guided inquiry computer simulations in qualitative and quantitative approaches with a large sample of in-service teachers from different geographic regions.
Effect of Guided Inquiry on Pre-Service Teachers’ Achievement and Retention in Photosynthesis Kibirige, Israel
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art7

Abstract

This study investigated the effect of Guided Inquiry (GI) on pre-service teachers' academic achievement and retention in photosynthesis. A quasi-experimental research design was used with 65 pre-service teachers, where 32 were assigned to the experimental group (EG) and 33 to the control group (CG). Data were collected using a Learners' Achievement Test and analysed using descriptive statistics: means and standard deviations, and inferential statistics, including T-tests and analysis of covariance (ANCOVA). Both groups completed a pretest, and no significant difference was recorded in prior knowledge (p > .05). Post-tests measured pre-service teachers' achievement and retention after teaching both groups. A T-tests showed that learners taught using GI scored significantly higher than those taught using Traditional Teaching (TT) (p < .05). ANCOVA, controlling pretest scores, confirmed a significant effect of the teaching approach on post-test achievements in favour of GI (p < .05). Differences between male and female achievements were not statistically significant (p > .05). The findings suggest that GI enhances conceptual understanding and retention in science education.
Co-Authors Batiibwe, Marjorie S. K. Bazirakye, Thadeo K. Lugolole, Robert Sentongo, John