Dataset on Students’ Physics Problem-Solving Strategies in Rwandan Secondary Schools
DOI:
https://doi.org/10.58197/prbl/VIGW4069Keywords:
Systematic problem-solving, physics education, student achievement, instructional strategies, students attitudes, dataset, RwandaAbstract
The data presented in this paper is related to Physics problem-solving strategies collected from Rwanda secondary schools. This comprehensive dataset is derived from five interrelated studies investigating the impact of systematic problem-solving strategy on students' achievement, engagement, and attitudes in Rwandan secondary school physics education. It comprises quantitative and qualitative data collected through quasi-experimental designs, involving around 160 students from two districts in Rwanda. Key data sources include pre-and post-test scores measuring problem-solving abilities, conceptual understanding and, Reformed Teaching Observation Protocol scores assessing classroom engagement, and survey responses analyzing students’ attitudes towards systematic problem-solving. The dataset provides valuable insights for educators, policymakers, and researchers seeking to enhance physics education through systematic instructional approaches. It facilitates further research on the efficacy of structured problem-solving frameworks in STEM education and offers a foundation for comparative studies in diverse educational contexts.
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