Abstract:
Project-Based Learning (PjBL) approach has been integrated in Rwandan education system
to foster learners’ competences in different subjects including biology through exploration
of real-world problems. Nevertheless, the school preparedness for the use of this approach
in teaching Biology in Rwandan secondary schools, especially, in advanced level biology
is less highlighted. Thus, this research was aimed at assessing the preparedness for PjBL
approach in teaching and learning biology within upper level of secondary schools of
Muhanga district. Particularly, the research is aimed to investigate the level of
preparedness of secondary schools in Muhanga district to implement the PjBL approach in
teaching and learning biology; explore the biology teachers’ and students’ perceptions in
Muhanga district regarding the use of PjBL in teaching and learning biology; and assess
the status of adoption of PjBL approach by secondary schools in Muhanga district in
teaching and learning biology. This study employed mixed method approach by
administering semi-structured interview on seven school Head Teachers (HTs); the
questionnaire for seven biology teachers and for 153 students of S5 in general education
schools and Y2 of Teacher training college (TTC); and physical observation to collect data
from seven schools with biology as a core subject. The findings indicated that all seven
schools’ HTs feel ready to support the adoption of PjBL in teaching and learning biology.
However, every school faces significant challenges, particularly the lack of essential
laboratory equipment, ICT facilities, and adequate library resources. All seven teachers are
aware of the requirements of this approach but admit to have limited skills its adoption in
teaching. Both students and teachers agree that this approach fosters students’ competences
development. Nonetheless, only six teachers reported implementing biology projects
designed by NESA.
