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<p>Task-Based Learning (TBL) has been shown to be effective in science education, but its application in Rwandan chemistry classes remains under-explored. This study examine classroom practices and experiences while TBL is being implemented in Rwandan secondary school chemistry classrooms. We conducted classroom observations to eight teachers from eight schools comprising 163 students in the control group and 206 students in the experimental group, making a total of 369 students. Interviews were conducted exclusively with students and teachers in the experimental group to gather information related to the use of TBL. Our findings revealed a shift towards a more student-centerd learning environment. TBLincreased student-to-student discussions by 26% compared to traditional methods of 9% while reducing teacher-centered instruction. Teachers spent less time lecturing and more time facilitating student collaboration, with students actively working and discussing with their peers (50%). This study contributes to the existing literature by demonstrating the potential of TBL to enhance student engagement and learning in Rwandan chemistry classrooms. Our findings suggest that TBL can foster a more collaborative and interactive learning environment, which may lead to improved student outcomes.</p>

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Examining practices and experiences of task based learning implementation in chemistry

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月26日

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  • Jeannette Musengimana,
  • Edwige Kampire,
  • Philothère Ntawiha,
  • Gedeon Habakubaho

摘要

Task-Based Learning (TBL) has been shown to be effective in science education, but its application in Rwandan chemistry classes remains under-explored. This study examine classroom practices and experiences while TBL is being implemented in Rwandan secondary school chemistry classrooms. We conducted classroom observations to eight teachers from eight schools comprising 163 students in the control group and 206 students in the experimental group, making a total of 369 students. Interviews were conducted exclusively with students and teachers in the experimental group to gather information related to the use of TBL. Our findings revealed a shift towards a more student-centerd learning environment. TBLincreased student-to-student discussions by 26% compared to traditional methods of 9% while reducing teacher-centered instruction. Teachers spent less time lecturing and more time facilitating student collaboration, with students actively working and discussing with their peers (50%). This study contributes to the existing literature by demonstrating the potential of TBL to enhance student engagement and learning in Rwandan chemistry classrooms. Our findings suggest that TBL can foster a more collaborative and interactive learning environment, which may lead to improved student outcomes.