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<p>Improving mathematics and science education is central to Rwanda’s educational reform agenda, which emphasizes learner-centered approaches such as Project-Based Learning (PBL). However, the implementation of PBL in many secondary schools remains limited by traditional teacher-centered practices that constrain collaboration, critical thinking, and problem-solving skills. Therefore, this study aimed to examine how Project-Based Learning contributes to the modernization of mathematics and science education in Rwandan secondary schools. The study employed a convergent parallel mixed-methods design to examine how PBL contributes to modernizing mathematics and science education in Rwandan secondary schools. Quantitative data were collected from 120 teachers using structured questionnaires and from 320 students using a 21st -century skills questionnaire, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were analyzed thematically. The findings indicated that teachers perceived PBL as effective in enhancing students’ engagement (M = 4.62, SD = 0.48) and conceptual understanding (M = 4.54, SD = 0.51). A statistically significant difference was observed according to teaching experience (F(2,117) = 4.21, <i>p</i> &lt; .05), with more experienced teachers demonstrating stronger implementation practices. However, there is no statistically significant differences were observed with regard to gender and educational qualification (<i>p</i> &gt; .05). Qualitative findings revealed three major themes: promotion of learner-centered practices, the need for continuous professional support, and challenges associated with limited teaching resources and time constraints. The study findings suggest that teachers and students perceive Project-Based Learning as a promising learner-centered approach that may support learner engagement, collaboration, and conceptual understanding in mathematics and science education. Thus, the study recommends strengthening teacher professional development, improving access to instructional resources, and promoting supportive school environments to enhance effective implementation of PBL in secondary schools.</p>

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Modernizing mathematics and science learning in Rwandan secondary schools through project-based learning approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Jeannette Muterampundu,
  • Aloys Iyamuremye,
  • Ezechiel Nsabayezu,
  • Venuste Nsengimana,
  • Pheneas Nkundabakura,
  • Theophile Nsengimana,
  • Eugenie Uwamariya

摘要

Improving mathematics and science education is central to Rwanda’s educational reform agenda, which emphasizes learner-centered approaches such as Project-Based Learning (PBL). However, the implementation of PBL in many secondary schools remains limited by traditional teacher-centered practices that constrain collaboration, critical thinking, and problem-solving skills. Therefore, this study aimed to examine how Project-Based Learning contributes to the modernization of mathematics and science education in Rwandan secondary schools. The study employed a convergent parallel mixed-methods design to examine how PBL contributes to modernizing mathematics and science education in Rwandan secondary schools. Quantitative data were collected from 120 teachers using structured questionnaires and from 320 students using a 21st -century skills questionnaire, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were analyzed thematically. The findings indicated that teachers perceived PBL as effective in enhancing students’ engagement (M = 4.62, SD = 0.48) and conceptual understanding (M = 4.54, SD = 0.51). A statistically significant difference was observed according to teaching experience (F(2,117) = 4.21, p < .05), with more experienced teachers demonstrating stronger implementation practices. However, there is no statistically significant differences were observed with regard to gender and educational qualification (p > .05). Qualitative findings revealed three major themes: promotion of learner-centered practices, the need for continuous professional support, and challenges associated with limited teaching resources and time constraints. The study findings suggest that teachers and students perceive Project-Based Learning as a promising learner-centered approach that may support learner engagement, collaboration, and conceptual understanding in mathematics and science education. Thus, the study recommends strengthening teacher professional development, improving access to instructional resources, and promoting supportive school environments to enhance effective implementation of PBL in secondary schools.