Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection
By Iyamuremye, Aloys
The current study explores students’ reflection and conception towards the utilization of web-based discussion in teaching and learning organic chemistry. The study seeks to investigate the influence of web-based discussion on students’ performance in teaching and learning organic chemistry. A total of 153 senior three students were involved in the study. A mixed research approach was used to collect data whereby an achievement test was used to collect quantitative data while an open-ended questionnaire was used to collect qualitative data. A paired t-test was used to analyze quantitative data while interpretive analysis was used to analyze qualitative data. The results revealed that a web-based discussion is a powerful tool that enhances students’ performance in organic chemistry (p? 0.05, df =152). Students reflect positively on the effectiveness of web-based discussion as it helps them to share knowledge and experience, enhance interaction, confidence, and motivation. Some challenges were also highlighted including insufficient computer, smartphone, and internet connection. © 2022. International Journal of Emerging Technologies in Learning. All Rights Reserved.
Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry
By Iyamuremye, Aloys
The current work explores the secondary school teachers’ and students’ perception on web-based discussions in teaching and learning and its potentiality to enhance students’ performance in organic chemistry. A mixed approaches typically interviews and achievement tests were applied for collecting qualitative and quantitative data respectively for triangulation purpose. A total of 138 senior five students and 4 teachers were purposively selected from the two secondary schools at Kicukiro District in Kigali city, Rwanda. Discourse and interpretive approaches were used to analyze qualitative data, while t-test was used for analyzing quantitative data obtained from pre- and post-test scores. The results from this study revealed that applying web-based discussions is the teaching method that potentially and effectively enhances students’ performance in organic chemistry with 0.10 learning gains and an effect size of 0.43 (df = 137 and p <.05). In addition, students and teachers have been expressed positive perceptions to the application of web-based discussions in teaching and learning. Therefore, teachers and students are recommended to access a universal chemistry network and conduct web-based discussions for increasing students performance in organic chemistry. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers' and students' perceptions
By Nsabayezu, Ezechiel
This paper reports on teachers' and students' perceptions about the effectiveness of computer use to enhance the teaching and learning of chemistry in inclusive classrooms. This study aims to investigate how students with visual and those with hearing disabilities can easily access chemistry instructions. The study adopted a mixed-method approach where the qualitative and quantitative data were collected. A survey questionnaire was used to collect data from 15 chemistry teachers. Besides, a semi-structured interview was used to collect qualitative data from 10 students comprising 5 students with hearing disabilities and 5 students with visual disabilities from five inclusive schools selected purposely. The quantitative data were analyzed by descriptive statistics whereby percentages were computed. The qualitative data obtained through interviews were analyzed by discourse and interpretive approaches. The results revealed that the computer is effective for teaching chemistry since it supports students with hearing and visual disabilities to learn chemistry. Moreover, a computer helps teachers to teach chemistry concepts and share with students the required chemistry resources in their learning. This encourages learners to explore new concepts, brainstorm and search for relevant information for both teachers and students. The lack of enough computers adapted by students with hearing and visual disabilities and the limited teachers' training in teaching students with disabilities were reported by some teachers as challenges. Therefore, the provision of computers and teachers' training to deal with every student's differences and needs were among the suggested potential solutions.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.