Scholarlink

<p>The use of improvised chemicals in chemistry education offers a practical solution to the challenge of limited laboratory resources in Rwandan secondary schools. The study assesses the enhancement of lower secondary school chemistry learners’ outcomes as a result of teachers’ training and implementation of improvised materials. Adopting an action research design, eight chemistry teachers from eight schools were purposefully selected and trained over five sessions of 2 days each during five consecutive weekends, followed by a 6-month implementation period. After training, data were collected through interviews, classroom observations, and document analysis. The findings revealed that using alternative resources significantly enhanced students’ outcomes such as engagement, comprehension, motivation, and hands-on skills. Additionally, teachers displayed increased confidence and creativity in conducting experiments. The study recommends integrating improvisation training into continuous professional development programmes for teachers and emphasises the potential of improvised materials in developing science process skills, especially in resource-limited environments. &#xa0;</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Empowering Chemistry Teachers with Improvised Materials: A Training Approach for Enhancing Students’ Outcomes

  • 期刊论文

  • 发表日期：

    2026年3月3日

查看全文
  • Celestin Ngendabanga,
  • Jean Baptiste Nkurunziza,
  • Leon Rugema Mugabo

摘要

The use of improvised chemicals in chemistry education offers a practical solution to the challenge of limited laboratory resources in Rwandan secondary schools. The study assesses the enhancement of lower secondary school chemistry learners’ outcomes as a result of teachers’ training and implementation of improvised materials. Adopting an action research design, eight chemistry teachers from eight schools were purposefully selected and trained over five sessions of 2 days each during five consecutive weekends, followed by a 6-month implementation period. After training, data were collected through interviews, classroom observations, and document analysis. The findings revealed that using alternative resources significantly enhanced students’ outcomes such as engagement, comprehension, motivation, and hands-on skills. Additionally, teachers displayed increased confidence and creativity in conducting experiments. The study recommends integrating improvisation training into continuous professional development programmes for teachers and emphasises the potential of improvised materials in developing science process skills, especially in resource-limited environments.