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p-Index From 2021 - 2026
0.92
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All Journal Journal of Instructional Mathematics International Journal of Research in STEM Education Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education Journal of Technology-Assisted Learning
Niyibizi, Onesme
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Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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 1 
Optimizing PhET Use in Rwandan Mathematics and Sciences Teaching Niyibizi, Onesme
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1649

Abstract

This qualitative study examined the effectiveness of professional development programs for mathematics and sciences teachers in four public secondary schools within Gasabo District, Rwanda. The primary focus was to evaluate how these programs enhance teachers' ability to integrate Physics Education Technology (PhET) simulations into their classrooms. The research involved 42 participants. Data collection methods included in-depth interviews, classroom observations, and document analysis. Findings revealed that professional development programs significantly improved teachers' confidence and proficiency in using PhET simulations, resulting in more engaging and effective mathematics and science education. The study highlighted the importance of adapted professional development to enhance teachers' use of technology in the classroom, with potential implications for improving mathematics and science education in the region.
Exploring Experiential Learning: Perceptions of Working Postgraduates in Rwanda’s Weekend Mathematics Education Program Niyibizi, Onesme; Uwitatse, Marie Claudine
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.23

Abstract

This study aimed to explore the perceptions and lived experiences of postgraduate students in Rwanda who pursue a Master of Education in Mathematics Education while working full-time, focusing specifically on their engagement in weekend classes. The research sought to understand their motivations, challenges, and outcomes as they uphold the dual responsibilities of professional and academic commitments. Employing a qualitative, phenomenological approach, the study collected data through in-depth interviews with ten postgraduate students. Thematic analysis was used to reveal frequent themes and patterns within their narratives, providing the understanding of their experiences. Findings revealed a different range of motivations powerful these students, including aspirations for career advancement, a desire for personal development, and an interest in gaining specialized knowledge in mathematics education. However, the participants reported significant challenges, with time management and balancing weekend studies with full-time work being among the most prevalent. Despite these difficulties, the students revealed resilience, influencing support systems and intrinsic motivation to manage their commitments. The findings highlighted the unique pressures and demands of weekend postgraduate programs, particularly in balancing professional and personal responsibilities. This study contributes to the growing body of research on the experiences of working postgraduate students. It highlights the importance of made-to-measure program structures and support mechanisms to enhance learning outcomes and improve work-study balance. The insights gained from this research provide valuable implications for educational policymakers, program designers, and institutions offering weekend postgraduate programs, particularly in mathematics education, to better meet the needs of this unique student demographic.
Exploring Pedagogical Practices in Mathematics Education Niyibizi, Onesme; Uwitatse, Marie Claudine; Kazinyirako, John Peter; Niyitegeka, Thierry; Mutarutinya, Vedaste
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.35

Abstract

This study aimed to investigate effective teaching strategies in mathematics education through a multi-method qualitative approach. Data were collected from two purposefully selected secondary schools, involving classroom observations, interviews with two mathematics teachers, and document analysis. The research sought to provide a comprehensive understanding of the teachers’ instructional methods, drawing on various data sources to explore how these methods influence student learning and engagement. In-depth interviews with the teachers provided rich insights into their beliefs, experiences, and motivations regarding mathematics education. These interviews allowed the teachers to reflect on the challenges they face, the factors shaping their teaching practices, and their strategies for engaging students. Classroom observations captured the day-to-day dynamics of teaching, offering a real-time view of how the teachers applied pedagogical techniques, managed classrooms, and interacted with students, while also highlighting the level of student participation and attention. Additionally, the study analyzed instructional materials, lesson plans, and assessments to assess how well the teachers’ practices aligned with curriculum objectives and educational standards. The findings revealed different approaches to mathematics instruction, revealing both the strengths and limitations of the methods employed. This research contributes to the growing body of knowledge on mathematics pedagogy in public secondary schools, offering valuable insights for future improvements and further research into enhancing teaching practices in the classroom.
Teachers' Perceptions of Continuous Professional Development in Innovative Mathematics and Science Teaching Niyibizi, Onesme; Uwitatse, Marie Claudine; Mutarutinya, Vedaste
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2152

Abstract

This qualitative study investigated teachers' perceptions of the Continuous Professional Development Certificate in Innovative Teaching of Mathematics and Science (CPD ITMS) in a selected public secondary school in Rwanda. The program was introduced to address longstanding challenges in STEM education, including outdated pedagogical practices, limited teacher training, and poor student engagement in mathematics and science subjects. Prior to the implementation of CPD ITMS, many teachers lacked the necessary skills to adopt innovative teaching methods, which negatively impacted student performance in STEM disciplines. Through interviews with four teachers, this study revealed that CPD ITMS positively influenced pedagogical skills and student outcomes by promoting more interactive and student-centered learning techniques. These improvements directly addressed the initial gaps in teacher preparation and student engagement, offering promising solutions to the challenges facing STEM education in Rwanda. However, the study also identified ongoing barriers such as time constraints and resource limitations, which delay the full implementation of the program. The findings emphasized the need for sustained school support and targeted policy reforms to enhance the effectiveness of CPD ITMS, thereby advancing STEM education. Addressing these challenges through clear policy directives and resource allocation is critical for future progress.
Enhancing ICT Facilities in Secondary Mathematics Education: A Literature Review Niyibizi, Onesme
Journal of Technology-Assisted Learning Vol. 1 No. 2 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i2.10

Abstract

This systematic review synthesizes findings from 43 past studies to examine the challenges and effectiveness of integrating Information and Communication Technology facilities into secondary school mathematics instruction. The primary objective was to analyze ICT’s potential to enhance the teaching and learning of mathematical concepts. Studies were selected based on publication date, relevance to secondary school mathematics, and focus on both the benefits and challenges of ICT integration. The review revealed significant benefits of ICT, including increased student motivation and improved communication. However, it also underscored that the effectiveness of ICT integration is highly dependent on implementation and support within the teaching environment. A detailed analysis of the selected literature highlighted common themes and barriers teachers face when incorporating ICT. Results indicated that while ICT tools enhance mathematical learning, successful integration linkages on factors such as teacher training, adequate infrastructure, and the ability to adapt ICT to the existing curriculum. Furthermore, the review identified a notable gap in research concerning the challenges teachers face. This suggests a critical need for future studies to investigate deeper into these obstacles. This analysis stresses the imperative for more research into the barriers to effective ICT implementation in secondary school mathematics education. Despite the documented advantages of ICT in teaching, there is a clear gap in understanding the challenges teachers encounter. Future research should not only focus on the benefits of ICT but also on strategies to overcome these obstacles, ultimately ensuring successful ICT integration to enhance teaching outcomes and student engagement in mathematics education.
Co-Authors Kazinyirako, John Peter Mutarutinya, Vedaste Niyitegeka, Thierry Uwitatse, Marie Claudine