Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools.

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills.

Examining the utilization of web-based discussion tools in teaching organic chemistry: A dataset collected from secondary schools of Gasabo and Kamonyi districts in Rwanda.

In recent years, teaching and learning organic chemistry have been troubled by limited engagement, and active participation among learners. As a result, there has been a growing need to develop innovative teaching methods that can address these educational challenges. Web-based discussion tools have emerged as a promising means of promoting engagement and critical thinking skills among learners.

Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic Education project.

The Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project is financed by Word Bank Group through the Government of Rwanda and was embarked on in 2020. It aimed to provide the necessary support to upper primary and lower secondary school teachers and equip them with enough content knowledge, lab skills, pedagogy, and the use of technology in teaching. The dataset presented here comprises data collected from teachers selected in the ten districts of Rwanda.

Knowledge construction in chemistry through web-based learning strategy: a synthesis of literature.

Smartphones and computer-based technology have revolutionized different development sectors including education. The current review describes the existing literature on Web-Based Learning WBL) as a novel methodology applied in teaching and learning, and its potential effectiveness in teaching and learning chemistry. Further, the study intends to reflect on how the WBL could be applied in the Rwandan context of teaching and learning chemistry as the country adopted the competency-based curriculum (CBC) in 2015.

Web-based discussions in teaching and learning: Secondary school teachers' and students' perception and potentiality to enhance students' performance in organic chemistry.

The current work explores the secondary school teachers' and students' perception on web-based discussions in teaching and learning and its potentiality to enhance students' performance in organic chemistry. A mixed approaches typically interviews and achievement tests were applied for collecting qualitative and quantitative data respectively for triangulation purpose. A total of 138 senior five students and 4 teachers were purposively selected from the two secondary schools at Kicukiro District in Kigali city, Rwanda.