IMPACT OF TEACHER TRAINING PROGRAM INTERVENTIONS ON MATHEMATICS AND SCIENCE TEACHERS' TECHNO-PEDAGOGICAL SKILLS: CASE IN 14 DISTRICTS OF RWANDA

Authors

  • Josiane Mukagihana African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda
  • Aimable Sibomana African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda
  • Joseph Ndiritu African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda

DOI:

https://doi.org/10.46827/ejes.v11i1.5186

Keywords:

Teacher Training Program, techno pedagogical skills, pedagogy, interventions, ICDL, ICT

Abstract

Students of this generation are digital natives, so a classroom without technology is not engaging. 21st-century demand requires technology integration in teaching; however, in-service teachers' skills in technology integration into pedagogy are still low, and they are with the needs of teacher training programs. To support teachers, the African Institute for Mathematical Science (AIMS), through its teacher training program (TTP) conducted ICIT in education training for mathematics and science teachers in 14 districts of Rwanda. The study used a web survey design for gathering facts that inform the impact of TTP interventions on trained teachers’ ICT skills and their integration in the teaching of mathematics and science. 351 teachers participated in the study and techno-pedagogical and pedagogical surveys with Cronbach alfa reliability of .75 and .702, respectively, were used. Teachers were purposively selected from public schools, and a positive probability of participation was ensured by random sampling. Microsoft Excel and SPSS version 23 served for analysis. The findings revealed that Math and science teachers' techno-pedagogical skills were low before TTP interventions. For instance, 81% did not know how to use classroom technologies, while 82% did not know how to use tools like simulations and animations for teaching; this implies that technology integration in teaching was very low. There is a statistically significant difference (χ2 = 25.342, df = 12 (1), p<.001 between teachers' techno-pedagogical skills before and after attending training. The implication is that training improves teachers' techno-pedagogical skills, and they become techno-pedagogues. There is no statistically significant difference between male and female techno-pedagogical skills after training (χ2 = 40.625, df = 12 (1), P > 0.05). This shows that interventions improved their skills equally. Therefore, we recommend the continuance of teacher training programs as digital technology is dynamic.

 

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Author Biographies

  • Josiane Mukagihana, African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda

    Dr. Mukagihana Josiane is an educationist with nine years of teaching experience at higher learning institutions. Josiane conducts Research at the African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP). She is a researcher in the field of education. Josiane holds her PhD studies in biology education pursued at the African Center of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) hosted by the University of Rwanda College of Education (URCE). She holds a Bachelor of Science (Hons) in Biology with Education and QTS secondary upper second-class honors pursued at the former Kigali Institute of Education (KIE), currently URCE. She holds a Master of Science in Biotechnology from India. Her research works can be reached through ORCID: https://orcid.org/0000-0001-7334-331X or at https://www.researchgate.net/profile/Josiane-Mukagihana

  • Aimable Sibomana, African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda

    Dr. Aimable Sibomana is an Instructional Technology and Language Advisor at Inspire, Educate and Empower Rwanda (IEE Rwanda); a Consultant Post-Doctoral Researcher at the African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP); and a part-time lecturer at Kigali Independent University (ULK). He holds a Ph.D. in Chemistry Education from the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) of the University of Rwanda, College of Education (UR-CE) and an MEd (Master’s Degree of Education in Curriculum and Instruction) from the University of Rwanda, College of Education, and a Bachelor of Science with Education (BEd) from Kigali Institute of Education former College of Education of the University of Rwanda. His research works can be viewed at ORCID: https://orcid.org/0000-0002-9452-9145.

  • Joseph Ndiritu, African Institute for Mathematical Science/ Teacher Training Program (AIMS-Rwanda TTP), Rwanda

    Mr. Ndiritu Joseph is an accomplished program management and evaluation professional with over 15 years of progressive experience leading program management and M&E functions in public, private, and not-for-profit sectors. Joseph has an academic background in economics, management, leadership, and instructional design, and professional training in project management, M&E, instructional design, and performance improvement. Before joining AIMS in January 2017, Joseph worked at various international organizations such as CARE International, Heifer International, and the African Virtual University (AVU).

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Published

2024-01-29

Issue

Vol. 11 No. 1 (2024)

Section

Articles

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