The Journal of Classroom Practices publishes research done in a classroom. It reports quantitative and qualitative findings that test students’ academic achievement, conceptual understanding, and interest in learning, teacher development, and classroom observation. It welcomes all original and review reports. We publish in a progressive manner. Thus, if an article is accepted, it is published online before the whole issue is completed. The journal does not currently charge any processing or publication fees.
Teachers’ Perceptions of the Competency-Based Curriculum and Its Impact on Teaching Instructional Practices
Despite Rwanda’s adoption of the Competency-Based Curriculum (CBC) to promote learner-centered, skills-oriented education, evidence suggests a persistent gap between curriculum intentions and classroom practices. This study examines teachers’ perceptions and instructional practices in implementing the CBC, with a focus on the alignment between curriculum intentions, instructional planning, and classroom practices. The study employed a sequential explanatory research design. Quantitative data were collected through structured questionnaires administered to teachers, while qualitative data were generated from semi-structured interviews, classroom observations, and document analysis of lesson plans and schemes of work. Quantitative findings indicate that teachers hold generally positive perceptions of the CBC (M = 3.87, SD = 0.64), particularly regarding its relevance to real-life skills and learner engagement. However, the level of classroom implementation was moderate (M = 3.12, SD = 0.71), revealing a gap between beliefs and practice. Regression analysis indicated that teachers' perceptions were a statistically significant predictor of instructional practices (β = 0.48, p < .01), explaining variation in instructional practices without implying causality. Qualitative results corroborate these findings, revealing conceptual ambiguity in translating competencies into instructional activities, weak alignment between objectives, teaching strategies, and assessment, and a predominance of surface-level learner-centered practices. Additionally, contextual constraints such as inadequate professional development, limited instructional resources, and large class sizes were found to hinder effective implementation. The study concludes that while teachers demonstrate strong conceptual support for CBC, its implementation remains constrained by cognitive, pedagogical, and systemic factors. It underscores the need for sustained professional development, improved resource provision, and stronger alignment between curriculum design and classroom realities to achieve meaningful educational reform.
Curriculum and Instruction - Science Education
Copyright (c) 2026 Journal of Classroom Practices https://creativecommons.org/licenses/by/4.0
Examining Professional Development Programs for ‘English as Foreign Language’ Teachers in Benin: A Qualitative Inquiry
This study explores the perceptions of English as a Foreign Language (EFL) teachers in Benin regarding the effectiveness of professional development (PD) programs and their impact on teaching quality. Using a qualitative descriptive case study approach, the research aims to examine how EFL teachers perceive the implementation of PD programs and their influence on teaching practices and student outcomes. Data were collected through semi-structured interviews with 10 EFL teachers from Porto-Novo and through document analysis of relevant policies and reports. Thematic analysis revealed that teachers view PD as an ongoing process that enhances their skills, fosters self-reflection, and improves classroom management and teaching effectiveness. However, challenges such as heavy workloads and limited resources were identified as barriers to full participation and engagement. The study highlights the importance of sustained, relevant, and collaborative PD opportunities to improve teaching quality. The findings suggest that while PD programs have the potential to enhance teachers’ professional growth and teaching practices, structural and contextual challenges must be addressed to optimize their impact. Recommendations include fostering collaboration among teachers, ensuring practical relevance, providing adequate support and resources, and enhancing intrinsic motivation. The study contributes to understanding PD within Benin’s education system and offers insights to improve teacher development initiatives in Sub-Saharan Africa.
Copyright (c) 2026 Journal of Classroom Practices https://creativecommons.org/licenses/by-nc-nd/4.0
Remedial Learning Program on Students' Improved Learning Outcomes: A Reference to Rwanda's Initiative in Basic Education
The remedial learning program in Rwanda was set as part of the government's education policy to strengthen educational outcomes for primary education. This initiative addresses the academic challenges that primary school learners face, especially in lower primary. Thus, a study assessing a remedial learning program's impact on students' learning outcomes in basic education in Rwanda. Using a mixed-methods approach, this study purposefully selected 20 primary school teachers, 100 students, 10 school leaders, 10 parents, and 10 education stakeholders (NGO staff) from across Rwanda, representing four provinces and the city of Kigali, to ensure both regional diversity and National relevance. In total, the study engaged 150. Quantitative data were analyzed in Microsoft Excel, while qualitative data were analyzed thematically. The findings revealed that students' performance was boosted to some extent by the program itself, particularly in foundational areas such as literacy and numeracy. However, key challenges affecting learning outcomes include overcrowded classrooms, learner absenteeism, and a shortage of teaching and learning materials (TLMs). Additionally, the study emphasized the importance of creating personalized, interactive, and scaffolded learning environments in which learners support each other with appropriate guidance.
Investigating the Influence of School Leadership in Enhancing Students’ Performance in the French Subject in Nyagisozi Sector Lower Public Secondary Schools
Using a qualitative approach, this study explored school leadership’s influence on students’ performance in the French subject in Nyagisozi Sector lower public secondary schools. Data were collected through in-depth interviews with four purposively selected headteachers and were analyzed thematically to capture leadership practices, teacher motivation, student engagement, challenges, and perceived impacts. Findings revealed that effective school leadership enhances French performance through instructional supervision, teacher motivation, and student-centered initiatives, while systemic challenges such as limited resources and inadequate parental support constrain these efforts. The study underscores the pivotal role of headteachers in shaping instructional quality and learner outcomes and recommends collaborative strategies involving teachers, policymakers, and parents to sustain improvements in French education.
Copyright (c) 2025 Journal of Classroom Practices https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Students' Perceptions of Biology Classroom Learning Environment in an Active Learning Environment: A Comparative Effect of Two Constructivist Teaching and Learning Strategies
In this study, the effects of concept mapping (CM) and cooperative mastery learning (CML) strategies on students' perceptions of the classroom learning environment were compared. To achieve this, a sample of 295 students from nine intact Biology classes in coeducational boarding schools in Nyamagabe District, Rwanda, was selected using purposive sampling and taught Biology using the CM and CML strategies. The Biology Classroom Learning Environment Questionnaire (BCLEQ) was used to collect data before and after teaching activities. Data were analyzed through descriptive statistics (mean and SD) and a multivariate analysis of variance (MANOVA). The results revealed that both strategies promoted students' perceptions of CLE, with CM enhancing the learning environment more than the CML strategy. Besides, there was no significant gender difference in the perceptions of the BCLE. Moreover, neither teaching strategy nor gender interacted with students' perceptions of the classroom learning environment. It was concluded that the use of CM and CML in teaching and learning Biology improves students' perceptions of the classroom learning environment. Therefore, it is recommended for Biology teachers to promote a pleasant classroom learning environment by adopting the CM and CML teaching strategies.
Concept mapping, cooperative mastery learning, classroom learning environment, achievement, attitude towards Biology
Use of Peer Interaction Method in Teaching Algebra in Selected Rwandan Secondary Schools
This study aimed to assess the effectiveness of the peer interaction method in the teaching and learning of algebra in selected secondary schools in Nyarugenge District, Rwanda. Utilizing a case study design, the research focused on the application of peer instruction strategies within algebra content. Three public secondary schools were deliberately selected for their strong focus on advanced education and mathematics as a core subject and their strategic locations to ease data collection. Teachers with more than three years of teaching experience were purposively selected to capture their perspectives. Data collection was conducted from three mathematics teachers who relied primarily on structured interviews and systematic classroom observations guided by a pre-established checklist. Thematic analysis was employed to interpret and categorize qualitative data into meaningful insights. Findings from interviews and observations revealed the nuanced implementation of peer interaction in mathematics classrooms. While some teachers effectively fostered individual accountability within group work, challenges remained particularly in ensuring task clarity and defining roles. Common shortcomings in face-to-face interactions included limited positive feedback, vague cooperative learning goals, and weak lesson openings. Nevertheless, developing interpersonal and small-group social skills such as active listening, clear communication, and mutual respect contributed positively to collaborative learning environments. The study recommends establishing clear structures for individual accountability, integrating positive reinforcement strategies, and enhancing face-to-face interaction techniques to improve student motivation, engagement, and collaborative competence.
Training STEM Teachers in Resource-Constrained Environments: Are Computer-Based Technologies Effective?
This study investigates the effectiveness of computer-based technologies, such as computer animations and virtual labs, in enhancing STEM education, particularly in resource-constrained environments. The research focuses on pre-service biology teachers at the University of Rwanda-College of Education (UR-CE) and examines the impact of these technologies on their teaching and students' academic performance. Employing an Exploratory Sequential Mixed Methods design, the study first explores pre-service teachers' perceptions through qualitative focus group discussions and then tests hypotheses quantitatively with a quasi-experimental approach involving secondary school students. Results show that traditional teaching methods result in minimal improvement in student performance while using computer animations and virtual labs significantly enhances understanding and academic achievement. The study highlights the potential of technology to overcome the limitations of inadequate resources, making complex subjects like molecular biology more accessible and engaging. These findings suggest that integrating such technologies could be a viable strategy for improving STEM education in developing regions. Future research should explore the long-term effects of these tools on teaching efficacy and sustainable student performance in all STEM subjects.
Inclusive Education in Jamaica: High School Teachers’ Understanding, Experiences, Competencies, and Received Support
Every child deserves an equal opportunity to learn and participate in classroom activities without stigma. The 2019 draft of the Policy on Special Education in Jamaica advocates for an integrative, inclusive approach to address the diverse needs of all learners. However, not all teachers have received specialized training or resources to support each child. This research explored the experiences of sixteen high school teachers in accommodating inclusive education and the factors influencing their practices. Thematic analysis revealed that teachers' years of experience, lesson organization, personal initiative, and investigation contributed to creating inclusive classrooms. The study concluded that each teacher's experience with inclusive education is unique by context and student groups with a need for continuous training. Furthermore, the teachers' reliance on personal funds needs to be reduced. Future research could examine approaches to inclusive education at other academic levels using a longitudinal study design.
Danielsha George-Geanna Lisselle Williams
Comparative Effects of Concept Mapping and Student-Team Achievement Division on Secondary School Students' Achievement in Photosynthesis
Academic achievement in science, particularly in some Biology, perceived difficulty and abstract topics, such as Photosynthesis, is a global challenge, particularly for educators in most nations with low incomes. As a result, researchers in science education have kept looking for efficient methods of instruction that might raise students' academic achievement in such topics. This study examined the effects of Concept Mapping (CM) and the Student-Team Achievement Division (STAD) on students' achievement in Photosynthesis among secondary school students in Nyamagabe and Gicumbi districts, Rwanda. A quasi-experimental pre-and post-test non-equivalent control group research design was used in the study. Data were obtained from 70 students who were taught using CM, 66 who were taught using STAD, and 65 who taught using the Conventional Teaching methods (CTM ). The Photosynthesis Achievement Test (PAT), which served as pre-and post-test, was the instrument used to gather the data before and after interventions in the study groups. The mean, standard deviation, and Analysis of Covariance were used to analyze data. The results showed that the CM and STAD groups outperformed the CTM group in academic achievement in Photosynthesis. There was a statistically significant difference between the experimental groups in favor of the CM. Female students performed statistically higher than male students in STAD, while males and females performed equally in the CM group. Additionally, there was a statistically significant interaction effect of gender and instructional strategies on students' achievement in Photosynthesis. The study concluded that the CM and STAD improved students' photosynthesis achievement better than the CTM. Thus, biology teachers should implement the CM and STAD to help students better grasp Photosynthesis-related content.
Investigating the Influence of Student Mobility on Students Academic Motivation and Engagement in Kamonyi Public Secondary Schools
Student mobility refers to the degree to which students change schools from one institution to another. The study in the Kamonyi district aimed to explore the link between student mobility and academic motivation and engagement in public secondary schools. This mixed-method research employed qualitative and quantitative approaches, focusing on four purposively selected schools. Data was gathered through questionnaires administered to four teachers in each school and semi-structured interviews with four head teachers, four deputy head teachers in charge of studies, and fifty-five mobile students. The collected data was then analyzed and interpreted using the respective instruments. The findings revealed that student mobility positively and negatively influences academic motivation and engagement, with a more pronounced negative impact. Based on these results, the researchers proposed several recommendations for students, teachers, parents, school staff, the Ministry of Education, and the government to mitigate the negative effects and enhance the positive aspects of student mobility.
Copyright (c) 2025 Journal of Classroom Practices
The Impact of Inclusive Education on the Learning Interest of Students with Hearing Impairments in Rwanda
This study investigated the effect of inclusive education on students’ interest in learning for students with hearing impairment. It employed mixt research approach. The targeted population was 451 students with a sample of 80. Questionnaires were used to collect quantitative data, while qualitative data were collected through the structured interview. The results of the bivariate regression analysis indicated that the variance (.667**) in the interest of learners with hearing impairment to learn is as a result of the linear combination of students with hearing impairment participating in discussions, adapting teaching methods to support students with hearing impairments, students with hearing impairment supported to build self-esteem, normal students feeling comfortable in interacting with colleagues, school community being aware of strategies to help and support students with hearing impairment. Also, the descriptive research design revealed that inclusive education significantly influences the learning interest of students with hearing impairments, improving their motivation, confidence, and social integration. The majority (98%) of respondents indicated that inclusive settings enhance students’ interest in learning and reduce stigma, showing the importance of creating a conducive environment where students with hearing impairments feel valued and capable. It is recommended that strategies be employed that stimulate the learning interest of learners with hearing impairment.
Unravelling the Barriers to Student-Centred Pedagogy in Malawi: A Qualitative Analysis
Despite recent advancements in expanding secondary education and building more educational institutions, the shift to learner-centered approaches remains hindered by various challenges. This research aims to identify and analyze these challenges to improve pedagogical practices aligned with global education standards, specifically SDG 4 (Quality Education). This study, focusing on Malawi, investigates the barriers to implementing student-centered pedagogy (SCP) in Malawi. The study adopts a qualitative design, using interviews with teachers randomly selected from different secondary schools regardless of the subjects they teach to gather insights. Thematic analysis, using Atlas.ti 23, reveals inadequate teacher training, limited resources, and resistance to change. The significance of this study lies in its contribution to improving educational strategies in Malawi and similar contexts, providing valuable recommendations for overcoming these barriers to enhance academic quality and meet the goals of national and international development agendas.
Teachers' Perceptions of Influence of Daily School Feeding Programs on Student Participation and Dropout Rates
This qualitative study explored teachers' perceptions of how daily school feeding programs influence student participation and dropout rates in selected public day secondary schools. Using semi-structured interviews with twenty purposively selected teachers, the research highlighted the positive effects of school feeding programs on various aspects of student engagement. Teachers reported that these programs improved student attendance and punctuality, enhanced participation in classroom activities, and improved academic performance. Additionally, the guaranteed provision of meals alleviated stress and anxiety, enabling students to focus more on their education. Teachers also noted that school feeding programs raised a sense of community and belonging, further motivating students to engage actively in school. The study found consistent improvements in student attendance, concentration, and overall participation while also noting a reduction in dropout rates. These findings emphasize the crucial role of nutrition in supporting student engagement, particularly in public day secondary schools. Based on these insights, the study proposed several recommendations for policymakers, including enhancing support and resources for school feeding programs to ensure their sustainability and effectiveness and implementing continuous monitoring and evaluation to identify areas for improvement. Addressing these recommendations could strengthen the impact of school feeding initiatives, ultimately improving student participation and reducing dropout rates.
Copyright (c) 2024 Journal of Classroom Practices
Assessing the effectiveness of remedial strategies on senior one student’s academic performance in mathematics and sciences
The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.
The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district
This research is about the assessment of the state-of-the-art use of ICT in teaching and learning in selected Rwandan secondary schools, a case study of Nyagatare district. The research design was a cross-sectional survey where both qualitative and quantitative methods were used. Questionnaire, interviews and documentation were used to collect data. The sample size was 95 respondents. The study found that there were ICT tools used in teaching and learning in all the schools but inadequately used. Some Teachers who were not using ICT Tools revealed that school authorities don’t allow them to use them. The study revealed that purchasing ICT tools is also expensive for both school authorities and teachers. The study recommends that school administrators organize themselves and find funds for buying and equipping all missed ICT tools. The government of Rwanda ought to allocate ICT equipment equally in all schools and generate funds specifically to promote ICT use at the secondary school level and enhance education.
information communication and technologies
Investigating Effective Formative Assessment Applications to Enhance Students' Performance and Interest in Learning Mathematics
This study investigates upper secondary teachers' application of formative assessment towards its effectiveness in enhancing students’ performance and interest in learning Mathematics. This study was carried out within Nyamasheke District, Western Province, Rwanda. The sample of the study was composed of 78 respondents, including 72 senior five students and six mathematics teachers, randomly and purposively, respectively, selected from six upper secondary schools. An in-depth interview and document reviews were used to collect data. The collected data from interviews was analyzed thematically, and the document review was analyzed descriptively. It was found that formative assessment is important for students since it enhances their active learning and collaboration. However, the results from the study showed that teachers do not provide the feedback that can make students improve their learning. This study recommends that teachers provide effective assistance to the students and provide feedback that makes students improve their mathematics learning.
Enhancing Understanding of Challenging Chemistry and Physics Concepts in Secondary Schools of Kayonza District through Computer Simulation-Based Learning
The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 physics students, and 12 teachers." Researchers used a mixed research design, including interviews, questionnaires, and achievement tests, to collect data. Before the intervention, focus group interviews with teachers identified challenging topics, and students took pre-tests to assess their prior understanding. Quantitative data from questionnaires were analyzed descriptively, and achievement test data were analyzed using Multivariate Analysis of Variance. Qualitative data from interviews and open-ended questionnaires were interpreted and analyzed descriptively. The results indicated that simulation-based learning effectively reduced the abstract nature of physics and chemistry concepts. Significant improvements were observed in both subjects' mean scores between pre-and post-tests, with post-test results showing a clear advantage. Gender analysis revealed a significant difference in favor of male chemistry students, while no significant difference was found in physics. Qualitative findings showed that teachers positively viewed simulation-based learning for teaching physics and chemistry. In conclusion, the study recommends integrating simulation-based learning in secondary school chemistry and physics teaching to enhance students' conceptual understanding. This research contributes valuable insights into the effective use of simulations to address misconceptions and improve learning outcomes in physics and chemistry. Keywords: Simulation-based learning, Chemistry, Physics, Positive impression, Challenging topics, Conceptual understanding.
Examining Teachers' and Students' Perceptions on the Use of Science Kits to Improve Chemistry Performance in Lower Secondary Schools
This study looks into teachers' and students' views on using science kits to improve chemistry performance in lower secondary schools. The study aims to learn more about the efficacy and acceptability of adding science kits to the chemistry curriculum. Science education is an important component of a well-rounded academic experience, and improving its delivery through novel techniques such as science kits offers enormous promise. The study takes a qualitative approach, collecting data from teachers and students through questionnaires and interviews. The study included 91 participants, including 81 students, seven science teachers, and three administrative staff members, who were chosen using random and purposive sampling methods. Data were gathered through student questionnaires, interviews with instructors and staff, and appropriate documents. The findings revealed that incorporating science kits into education had considerable benefits. These included high engagement with science kits (92.5%), enhanced knowledge of scientific ideas (96.2%), a more enjoyable learning experience (97.5%), increased student success rates in assessments (80.2%), and a move toward student-centered learning (74.0%). A disproportionate emphasis on theoretical tests (91.3%), overcrowded scientific classrooms (88.8%), and a strong demand for science materials (72.8%) were all challenges. To improve student performance with science kits, proposed techniques included providing an adequate supply of kits (100%), training teachers in appropriate kit usage (92.5%), and implementing safety precautions (74.0%). It is suggested that educational institutions ensure the availability of a wide range of science kits, including atomic model kits and others, and integrate regular practical works into science teaching. Keywords: Science kits, students' performance, practical work, teaching and learning
Know How to Write an Influential Policy Brief: A Systematic Guide to Writers and Readers
A policy brief is a concise document that summarizes a policy issue, provides analysis and offers specific recommendations to policymakers and decision-makers. Its purpose is to inform and influence policy decisions by providing evidence-based arguments and practical suggestions for addressing a particular problem or achieving a desired outcome. Policy briefs are typically written by researchers, analysts, or experts in a particular field and are aimed at policymakers, government officials, or organizations responsible for shaping and implementing policies. They are often used to communicate complex information clearly and concisely, helping decision-makers understand the issue at hand and make informed choices. Since many scientists, writers, and readers give little attention, I thoroughly reviewed what it is, how it is written, and why it matters. A well-written policy brief typically includes the following elements: (a) Executive Summary: A brief overview of the main problem, recommendations, and policy implications. (b) Introduction: Provides background information on the policy issue and its relevance, including its social, economic, or environmental impact. (c) Problem Statement: Clearly defines the problem or issue being addressed, including its causes, scope, and implications. It identifies any existing gaps or challenges in the current policy framework. (d) Analysis: Presents a thorough analysis of the issue, including relevant data, research findings, and supporting evidence. It explores different perspectives, underlying factors, and potential consequences of different policy options. (e) Recommendations: Offers specific and actionable recommendations for policy actions or interventions. These recommendations should be feasible, practical, and aligned with the objectives of the policy brief. (f) Implementation Strategies: Provides guidance on implementing the recommended policies or actions effectively. This may include suggested timelines, stakeholder engagement strategies, or considerations for monitoring and evaluation. (g) Conclusion: Summarizes the key points discussed in the policy brief and reinforces the importance of the recommendations. Keywords: policy brief, research article, report, reader, writer
Copyright (c) 2023 Journal of Classroom Practices
Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review
Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.
College Students Improvised Ideas during Physics Laboratory Activities
This study aims at checking college student-teachers’ transferability ideas from physics laboratory activities to improvised materials. We employed undergraduate students from the University of Rwanda College of Education to carry it out during their laboratory experiments session. Since these students are future secondary teachers, we first observed them performing Ohms Law, Faraday law, Wheatstone bridge, and Compass magnet experiments. We followed them, asking them to compare how they could improvise from what they did at school whenever there were no conventional materials. We found that students face challenges in performing provided experiments even if the instructional protocols are provided and receive laboratory technician support. These students could also not imagine how they could improvise these experiments. These results were caused by the fact that they do not possess improvisation skills, and few experiments were provided to them. In this regard, the author recommends that college lecturers not only increase laboratory experiments but also instruct their students by reflecting on their future careers. Keywords: undergraduate student teacher, physics laboratory activities, improvised experiments, University of Rwanda College of Education
Copyright (c) 2022 https://doi.org/10.58197/prbl/TBAY8568