Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Niyitegeka, Thierry
Unknown Affiliation
Education Mathematics Social Sciences Other

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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.
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

Abstract

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.
Evaluating the Effectiveness of a Mathematics Word Problem Mobile App in Enhancing Problem-Solving Skills Among Lower Secondary Students in Kicukiro District, Rwanda Niyitegeka, Thierry; Kamuhanda, Dany
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.v3i2.60

Abstract

Integrating technology into education has proven effective in enhancing both teaching and learning outcomes. In Rwanda, despite efforts to improve mathematics education, lower secondary students still perform poorly in solving word problems, as highlighted in national examination reports from 2019 to 2022 (NESA, 2023). This study aimed to evaluate the usability and effectiveness of a Mathematics Word Problem Mobile Application (Maths app) in improving students’ problem-solving skills. The Maths app was developed in alignment with Rwanda’s Competence-Based Curriculum (CBC), incorporating word problems across key mathematics topics such as Geometry, Algebra, Statistics, and Probability. The study used a mixed-methods approach and was conducted in two purposively selected day secondary schools in Kicukiro District. A total of 40 (32 males and 8 females) students participated in surveys, while a group of 20 (18 students and 2 teachers) took part in the usability evaluation. An additional 9 participants were interviewed. Purposive sampling targeted students with access to mobile phones and experienced mathematics teachers. Data collection methods included surveys, interviews, and the System Usability Scale (SUS). Quantitative data were analyzed using descriptive statistics and paired t-tests via SPSS, while qualitative responses were examined thematically. Findings revealed a significant improvement in students’ problem-solving skills, demonstrated by higher posttest scores. The Maths app received a high SUS score of 80.875, indicating strong usability. Participants highlighted the app’s alignment with the curriculum and its interactive features as major strengths. The study concludes that the Maths app is a valuable tool for enhancing mathematics learning among lower secondary students. It recommends future improvements, such as expanding the range of word problems and enabling offline access, to support broader implementation and accessibility in resource-constrained environments.
Co-Authors Kamuhanda, Dany Kazinyirako, John Peter Mutarutinya, Vedaste Nahimana, Evode Niyibizi, Onesme Singirankabo, Jean Nepomuscene Uwitatse, Marie Claudine