Transforming STEM Pedagogy in Rwandan Classrooms: The Role of Continuous Professional Development in Teachers’ Use of Innovative Tools and 5Es Instructional Model
DOI:
https://doi.org/10.58197/prbl/AHQH7942Keywords:
5Es, teachers’ proficiency, innovative pedagogy, modernized instructional tools, CPD-ITMSAbstract
The present study assesses the impact of the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project on Mathematics and Science education in Rwanda. The project emphasizes continuous professional development in Innovative Teaching Mathematics and Science (CPD-ITMS) for teachers from upper primary to lower secondary levels. The CPD focuses on enhancing teachers' proficiency in utilizing modern instructional tools in teaching Mathematics and Science and using innovative pedagogies, particularly the 5Es instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The research used a mixed-methods approach, incorporating classroom observations and semi-structured interviews with a sample of 62 teachers. The study highlights the effective use of modern instructional tools. 81% of the observed teachers use the provided projectors and computers. Additionally, the study revealed that 59% of teachers use scripted lessons in teaching, while a considerable number, around 41% of teachers, did not use scripted lessons in their teaching. Most importantly, the findings indicated that 90% of the teachers who use scripted lessons can use them effectively and completely. In addition, the findings showed a high adoption rate of the 5Es model (84%), with the elaborate phase being the least implemented. The results from interviews indicated some teachers’ challenges in implementing the skills from CPD-ITMS, such as lack of internet connection, lack of electricity in the classrooms, and unsupportive school leaders, to mention a few. This study recommends a thorough follow-up and sensitization at the school level to ensure the effectiveness of CPD programs in improving educational outcomes in Rwanda.
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