Teachers’ Perceptions of Implementation of Process-Oriented Methods of Writing in Selected Schools in Nyanza Rural, Rwanda
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.
Utilization of artificial intelligence and machine learning in chemistry education: a critical review
Clicker-integrated instruction and conventional instruction: The comparative evaluations of students’ performances in chemistry.
Developing Pre-Service Biology Teachers' Technological Pedagogical Content Knowledge through a TPACK-Based Course
Biology Teachers’ Perception of Impact of Continuous Professional Development Programs in 12-Year Basic Schools in the Kirehe District, Rwanda. anSciences, 20(1), 85-93.
Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda.
Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program.
Dataset collected to evaluate the impact of continuous professional development training on Rwandan upper primary and lower secondary mathematics and science teachers’ content knowledge and beliefs.
ICT Readiness, Implementation, and Trajectory in Higher Education in Rwanda. In Yu, K., & Dlamini, R. (Eds.). (2024).
