Bridging Knowledge to Practice: Development of Lesson Observation Analysis Protocol (LOAP) Tool

Authors

  • Hashituky Telesphore Habiyaremye African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda Author https://orcid.org/0000-0001-9745-4401
  • Celestin Ntivuguruzwa School of Education, University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda Author https://orcid.org/0000-0001-6258-4054
  • Philothere Ntawiha School of Education, University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda Author https://orcid.org/0000-0002-5817-229X

DOI:

https://doi.org/10.58197/tckbpk23

Keywords:

Knowledge, practice, classroom observation, analysis protocol, analysis tool, S-T graph, students, teachers

Abstract

This article presents the development of the Lesson Observation Analysis Protocol (LOAP) tool, designed to bridge the gap between theoretical knowledge and practical teaching in mathematics education. The tool supports structured observation of lessons by capturing instructional activities and evaluating alignment with learning objectives. To validate the tool, it was piloted with six in-service mathematics tutors from Rwandan Teacher Training Colleges (TTCs). The LOAP tool offers a practical framework for capturing real-time teaching practices and supports data-driven reflection and professional development.

Author Biographies

  • Hashituky Telesphore Habiyaremye, African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda

    Hashituky Telesphore Habiyaremye is an education and research expert with experience in teacher training, international cooperation, and academic publishing. He has worked with institutions such as the University of Rwanda, JICA, and Teacher Training Colleges, and is affiliated with both local and international organizations in education development.

  • Celestin Ntivuguruzwa, School of Education, University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda
    Associate Professor of Physics and Mathematics Education, University of Rwanda (UR), College of Education (CE): Kayonza, Rwanda, RW
  • Philothere Ntawiha, School of Education, University of Rwanda College of Education (URCE), Kayonza, P.O. Box 55 Rwamagana, Rwanda

    Assoc Prof Philothère Ntawiha holds a holder of PhD in Economics and Educational Planning. He currently teaches at the University of Rwanda-College of Education in the Department of Foundations, Management, and Curriculum Studies, where he has accumulated extensive teaching and research experience. He was recently promoted to the rank of Senior Lecturer.

References

Byukusenge, C. et al. (2024) “Dataset for Mathematics and Science Lesson Plans Collected from Rwandan Schools”, Second Data, 1(1), bll 1–5. Available at: https://doi.org/10.58197/prbl/KZJC3217.

Habiyaremy, H.T. et al. (2024) “Lesson plan analysis protocol in assessing mathematics and science lessons”, International Journal of Evaluation and Research in Education, 13(2), bll 1100–1108. Available at: https://doi.org/10.11591/ijere.v13i2.24754.

Habiyaremye, H.T., Ntivuguruzwa, C. en Ntawiha, P. (2022) “Assessment of Teaching Methods in Mathematical Simplicity and Complexity in Rwandan Schools via Pedagogical Content Knowledge”, Mathematics Teaching-Research Journal, 14(4), bll 129–147.

Habiyaremye, H.T., Ntivuguruzwa, C. en Ntawiha, P. (2023) “Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum”, Frontiers in Education, 8(November). Available at: https://doi.org/10.3389/feduc.2023.1214396.

Ndihokubwayo, K. et al. (2019) “Training Strategies Used in Straightening Competence-Based Curriculum in Rwanda”, Švietimas: Politika, Vadyba, Kokybė / Education Policy, Management and Quality, 11(2), bll 77–87. Available at: https://doi.org/10.48127/spvk-epmq/19.11.77.

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Published

2025-05-08

Data Availability Statement

Issue

Vol. 1 No. 1: 2025-2026

Section

Mathematics

License

Copyright (c) 2025 Parabolum Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Bridging Knowledge to Practice: Development of Lesson Observation Analysis Protocol (LOAP) Tool. (2025). Parabolum Education, 1(1). https://doi.org/10.58197/tckbpk23