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Evaluation of Teachers' Skills and Their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda

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Title: Evaluation of Teachers' Skills and Their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda
Language: English
Authors: Francois Niyongabo Niyonzima, Nsabayezu Ezechiel, Aloys Iyamuremye, Jean Baptiste Nkurunziza, Angelique Nzavuga Izere, Claude Karegeya, Emmanuel Gakuba, Ruth Ntihabose, Jean Pierre Nahimana
Source: Australian Journal of Teacher Education. 2025 50(4):105-124.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teaching Skills, Chemistry, Science Instruction, Instructional Effectiveness, Learning Modules, Barriers, Teacher Competencies, Class Size, Foreign Countries, Nuclear Energy, Secondary School Science, Teacher Characteristics, Models, Scientific Concepts
Geographic Terms: Rwanda
ISSN: 0313-5373
1835-517X
Abstract: This study investigates the current level of using the atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. The study used a sample of 54 chemistry teachers randomly sampled from a list of all eligible teachers in Gasabo. An explanatory sequential research design was adopted to collect and analyze the data. The quantitative data collected through the Likert scale questionnaire were analyzed by using Excel 2016 and the Social Package for Social Science (SPSS). The qualitative data were analyzed by using interpretive and thematic analysis. The study revealed a substantial difference based on teachers' working experience and school type, favoring the most experienced teachers and those in boarding schools. Key issues mentioned include a scarcity and inadequacy of atomic model kits, insufficient skills on how to design these kits, and classroom size limits. The study recommends that chemistry teachers receive targeted training on the design and effective use of atomic model kits, supported by educational stakeholders such as the Ministry of Education, the Rwanda Basic Education Board (REB), school administrators, and teacher training institutions. These stakeholders should prioritize continuous professional development programs that build teachers' practical and pedagogical competencies, aligning model-based instruction with the Competency-Based Curriculum. Such training would enable teachers to integrate atomic model kits more effectively, fostering interactive, hands-on learning and deeper conceptual understanding in chemistry.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497674
Database: ERIC
FullText Text:
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  Data: Evaluation of Teachers' Skills and Their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. 2025 50(4):105-124.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: <searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink>
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  Data: 0313-5373<br />1835-517X
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  Data: This study investigates the current level of using the atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. The study used a sample of 54 chemistry teachers randomly sampled from a list of all eligible teachers in Gasabo. An explanatory sequential research design was adopted to collect and analyze the data. The quantitative data collected through the Likert scale questionnaire were analyzed by using Excel 2016 and the Social Package for Social Science (SPSS). The qualitative data were analyzed by using interpretive and thematic analysis. The study revealed a substantial difference based on teachers' working experience and school type, favoring the most experienced teachers and those in boarding schools. Key issues mentioned include a scarcity and inadequacy of atomic model kits, insufficient skills on how to design these kits, and classroom size limits. The study recommends that chemistry teachers receive targeted training on the design and effective use of atomic model kits, supported by educational stakeholders such as the Ministry of Education, the Rwanda Basic Education Board (REB), school administrators, and teacher training institutions. These stakeholders should prioritize continuous professional development programs that build teachers' practical and pedagogical competencies, aligning model-based instruction with the Competency-Based Curriculum. Such training would enable teachers to integrate atomic model kits more effectively, fostering interactive, hands-on learning and deeper conceptual understanding in chemistry.
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  Data: 2026
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  Data: EJ1497674
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 105
    Subjects:
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Learning Modules
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Nuclear Energy
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Models
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      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Rwanda
        Type: general
    Titles:
      – TitleFull: Evaluation of Teachers' Skills and Their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda
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