Abstract:
Biology teaching and learning resources play crucial role to improve classroom interaction. The study intended to explore the use of biology teaching and learning resources to enhance classroom interaction in selected lower secondary schools in Ngoma District, Eastern province of Rwanda. This study addressed three research questions: (1) What knowledge and understanding do biology teachers have about teaching and learning resources? (2) How do biology teachers apply their pedagogical knowledge and skills in using teaching and learning resources to enhance classroom interaction? (3) What is the relationship between the use of teaching and learning resources and classroom interaction? A pragmatic paradigm, mixed method design involved for answering research questions and collecting data. This study targeted 55 ordinary-level secondary schools in Ngoma District. The data were purposively collected from three schools by using a semi-structured interview and classroom observation checklist. 108 biology teachers and learners from 12 schools were administered the questionnaire. Descriptive and inferential data were analyzed by using SPSS 25 version. The findings revealed that 62% of biology teachers had knowledge and understanding of biology teaching and learning resources. However, interview data indicated that all three interviewed teachers were familiar with resources such as charts, models, animations, and simulations. Only 30% of biology teachers reported applying pedagogical skills in using these resources. Classroom observation confirmed that some teachers used animation and chart, laboratory tools to enhance interaction. The relationship between the use of teaching and learning resources and classroom interaction was 0.817, p< 0.01 which indicated very strong significant relationship. This study recommends biology teachers in ordinary level from Ngoma District utilize available teaching and learning resources in biology lessons to enhance classroom interaction and students learning.
