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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

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

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

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.

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

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.

Enhancing Secondary School Students’ Independent Learning, Conceptual Understanding, and Self-Efficacy of the Integration Concept through Photomath-Assisted Instruction Niyibizi, Onesme; Niyitegeka, Thierry; Nahimana, Evode; Kazinyirako, John Peter; Singirankabo, Jean Nepomuscene
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): 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.v3i1.148

This study assessed how well Photomath-assisted teaching strategies compared to conventional approaches in developing students’ capacity for independent study, improving their conceptual understanding of Integration Content, and boosting their self-efficacy in mathematics in Rwandan Senior Six. It carefully examined how Photomath’s effects varied depending on the student population and the learning environment. Using a non-equivalent control group pre-test–post-test design and a quantitative quasi-experimental methodology, 116 students who were purposefully chosen from public and private secondary schools, urban and rural, and from the PCM, PCB, and MCB academic tracks participated. The multivariate effects of the teaching strategy and its interactions with demographic factors were examined using multivariate analysis of variance (MANOVA). Additionally, diagnostic tests of assumptions (normality, homogeneity of variance-covariance, and multicollinearity) were performed before MANOVA, and all criteria were satisfied. Analyses were conducted using SPSS version 26 with α = 0.05. These methodological checks strengthen the validity of the findings. Regarding students’ independent study skills, conceptual understanding, and mathematics self-efficacy, statistically significant multivariate relationship effects were found between the instructional approach and variables like school location, gender, school type, and academic combination. This result implies that these demographic traits have an impact on Photomath’s effectiveness. By providing empirical evidence regarding Photomath’s varied impact within many different kinds of school contexts in Rwanda, this study fills a significant gap in the body of existing literature. It offers crucial information that educators and legislators may use to adjust technology integration tactics, improving fair and efficient mathematics instruction and reducing potential inequities.

A Qualitative Framework of Teacher-Mediated Fine Motor Skill Scaffolding in Low-Resource Early Childhood Settings Ademola Oyeyemi, Ahmed; Roubides, Pascal; S. Ballado, Ronato; Vinodhen, Vanessa; Kebede, Workineh; Mosae, Tlalane; Angga Pratama, Ryan; Niyibizi, Onesme
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.220

Background of the study: Fine motor development is essential for early academic readiness, autonomy, and self-confidence. Although prior research emphasizes its importance, limited attention has been given to how teachers scaffold fine motor skills in low-resource early childhood settings, where access to standardized materials is often constrained. Aims and scope of paper: This study aims to develop a qualitative framework explaining how teachers scaffold fine motor development through everyday instructional practices in low-resource early childhood settings. It examines strategies for assessing children’s abilities, adapting learning activities, and using locally available materials to address developmental variability among children aged 5–6 years. Methods: A qualitative descriptive approach was employed at Kindergarten Anugerah, an early childhood education institution. Data were collected through classroom observations and semi-structured interviews with early childhood teachers. Observational data captured real-time learning activities and teacher–child interactions, while interviews elicited teachers’ pedagogical reasoning and professional reflections. Data were analyzed using an interactive thematic analysis model to identify recurring patterns and instructional practices. Results: The findings indicate that teachers actively engage in diagnostic observation to identify variations in children’s fine motor development. Instructional scaffolding was implemented through the adaptive use of low-cost and locally available materials, including beach sand, modeling clay, textured objects, and art-based activities such as tearing, folding, and collage-making. Teachers emphasized creativity, hands-on engagement, and flexible instructional responses as key mechanisms for supporting children with delayed fine motor skills. Contribution: This study develops a qualitative framework of teacher-mediated fine motor scaffolding in low-resource early childhood settings. The framework explains how assessment, material adaptation, and responsive instruction interact to support fine motor development. By foregrounding the role of educators in resource-constrained environments, the study extends fine motor pedagogy beyond resource-rich contexts and provides transferable insights for early childhood education in the Global South.

Impact of Large Language Models on Personalized Learning, Assessment Automation, and Student Outcomes in Higher Learning Institution Niyibizi, Onesme
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.22

This study investigated the multifaceted influence of Large Language Models (LLMs) on teaching and learning within a private higher education institution in Rwanda during the 2024–2025 academic year. A total of 658 students and 28 lecturers participated, providing a comprehensive perspective on both user experiences and professional concerns. Using a quantitative approach, the study employed Multivariate Analysis of Variance (MANOVA) to examine how the use of LLMs relates to students’ perceptions of personalized learning effectiveness, academic performance improvement, online engagement, satisfaction with assessment feedback, and motivation for lifelong learning. Findings from the student indicated that LLMs are widely perceived as beneficial across multiple dimensions of the learning process. Students reported that LLMs enhance personalized learning by providing adaptive guidance, improving academic performance through instant clarification and practice support, and increasing online engagement by offering interactive and accessible learning assistance. The results further showed that LLMs contribute to greater satisfaction with feedback mechanisms and stimulate motivation for continuous and self-directed learning. These statistically significant associations point to the strong potential of LLMs to enrich higher education outcomes. In contrast, the lecturers’ data revealed notable concerns related to data privacy, ethical use, and algorithmic bias. Lecturers expressed significant apprehension regarding students’ overreliance on LLMs, the risks associated with inaccurate or biased outputs, and the potential erosion of academic integrity. Their perceptions underscore the need for safeguards that ensure responsible and ethical use of AI in academic settings. Overall, the findings highlighted a dual reality: while LLMs hold transformative potential for improving learning experiences, their integration must be supported by robust institutional policies, targeted capacity-building initiatives, and ongoing research. Such measures are essential to promote equitable, ethical, and effective adoption of LLMs in higher education.

Enhancing Independent Learning and Conceptual Understanding of Integration in Higher Education Mathematics with Photomath Niyibizi, Onesme; Singirankabo, Jean Nepomuscene
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 2 (2026): 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.v3i2.61

This study investigated the potential of the Photomath application to promote self-directed learning and integrated conceptual understanding among first-year pre-service mathematics teachers studying at a private higher learning institution during the 2024–2025 academic year. Fastened in a quantitative quasi-experimental survey design, the study targeted 46 purposively selected students pursuing mathematics-related subject combinations. Data were collected using a validated Likert-scale questionnaire designed to capture students’ attitudes, learning autonomy, and levels of conceptual understanding. The instrument demonstrated acceptable internal consistency, with reliability coefficients ranging between 0.76 and 0.84. Statistical analysis using Multivariate Analysis of Variance (MANOVA) revealed statistically significant effects of Photomath usage on students’ attitudes toward mathematics, their conceptual understanding, and their capacity for independent learning. The findings indicated that the app positively influenced learners’ motivation and engagement by providing immediate feedback and step-by-step solution pathways. These features enabled students to follow logical problem-solving processes, thereby supporting deeper engagement with mathematical procedures and concepts. Participants further reported that Photomath facilitated the integration of mathematical ideas through its visual representations, symbolic explanations, and structured guidance. Such affordances supported self-directed learning by allowing learners to verify solutions independently, revisit explanations, and regulate their own pace of learning. While a minority of respondents expressed concerns regarding potential overreliance on the application and the risk of superficial understanding when used uncritically, the overall perceptions remained strongly positive. In conclusion, the study demonstrates that Photomath functions not only as a computational tool but also as a pedagogical aid that supports learner-centered instructional approaches. When used thoughtfully, the application has the potential to enhance conceptual understanding, foster autonomy, and complement formal mathematics instruction in higher education contexts.

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