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Assessing the Influence of Web-Based Discussion Tools on Teachers' Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools

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Title: Assessing the Influence of Web-Based Discussion Tools on Teachers' Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools
Language: English
Authors: Iyamuremye Aloys (ORCID 0000-0003-3968-8757), Innocent Twagilimana (ORCID 0000-0003-1579-5099), Francois Niyongabo Niyonzima (ORCID 0000-0002-8228-5171)
Source: Digital Education Review. 2025 (46):260-285.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Web Based Instruction, Discussion (Teaching Technique), Educational Practices, Teaching Methods, Science Instruction, Organic Chemistry, Secondary School Science, Secondary School Students, Foreign Countries, Instructional Design, Learner Engagement, Lesson Plans, Instructional Improvement
Geographic Terms: Rwanda
ISSN: 2013-9144
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 tools on teachers' pedagogical practices in teaching organic chemistry in selected Rwandan secondary schools. The study adopted sequential explanatory research design. A total of 351 participants including 229 senior two (grade 8), 114 senior 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. 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) with regard to younger (18-25 years) and less experienced teachers (1-3 years). However, the study did not found statistical significant differences with regard to gender, location, and 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476994
Database: ERIC
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  Data: Universitat de Barcelona. Passeig de la Vall d&#39;Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: 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 tools on teachers&#39; pedagogical practices in teaching organic chemistry in selected Rwandan secondary schools. The study adopted sequential explanatory research design. A total of 351 participants including 229 senior two (grade 8), 114 senior 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. 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&#39; 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&#39; Lambda = 0.257, F (1,35) = 11.614, p &lt; 0.001), favouring the experimental group. Significant effects were also found based on teacher age (p &lt; 0.001) and experience (p &lt; 0.05) with regard to younger (18-25 years) and less experienced teachers (1-3 years). However, the study did not found statistical significant differences with regard to gender, location, and 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 260
    Subjects:
      – SubjectFull: Web Based Instruction
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Organic Chemistry
        Type: general
      – SubjectFull: Secondary School Science
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Lesson Plans
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      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Rwanda
        Type: general
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      – TitleFull: Assessing the Influence of Web-Based Discussion Tools on Teachers' Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools
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              Y: 2025
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