Assessing the Influence of Web-Based Discussion Tools on Teachers’ Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools
Year: 2025
Type: article
Abstract: The integration of web-based discussion platforms in education is increasingly recognized for its potential to enhance pedagogical practices. This study examined the impact of web-based discussion on teachers’ pedagogical practices in teaching organic chemistry in selected Rwandan secondary schools. The study adopted sequential explanatory research design. A total of 229 senior two (grade 8) and five (grade 11), and 8 chemistry teachers from two districts were randomly selected to participate in the study. Quantitative data were collected using the Reformed Teaching Observation Protocol (RTOP) and Lesson Plan Analysis Protocol (LPAP), while qualitative data were obtained from focus group discussions. In this regard, the collected quantitative data were analysed by using descriptive statistics and inferential statistics (Multivariate analysis of Variance, MANOVA) while qualitative data were analysed by using thematic analysis. RTOP results showed significant improvements in terms of teachers’ pedagogical practices, particularly in lesson design, content delivery, and classroom culture with an increase of 53.75 to 81.5%, 58.25 to 76.17%, and 54.63 to 87.3%, respectively. LPAP results also indicated better lesson planning post-intervention. MANOVA results revealed statistically significant differences between control and experimental groups (Wilks’ Lambda = 0.257, F (1,35) = 11.614, p < 0.001), favouring the experimental group. Significant effects were also found based on teacher age (p < 0.001) and experience (p < 0.05), but no statistical significant differences with regard to gender, location, or school ownership. Qualitative findings emphasized improved student engagement and reflective learning. Thus, the use of a web-based discussion approach led to enhanced student-centered instructional strategies and more interactive classroom environments. The study recommends strengthening digital literacy, infrastructure, professional development, and assessment integration.
Source: Digital Education Review
Institution: University of Rwanda
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411353757