Investigation on the use of improvised materials to remediate scarcity of lab materials in teaching-learning biology in secondary schools of Rwamagana district in Rwanda.

Abstract

In 2014, Ministry of Education (MINEDUC) reported that schools in Rwanda with science laboratory tools and chemicals were rated at 17%. This would mean that teachers in only a few schools would conduct practical activities whereas many other schools would mainly rely only theoretical sessions. To deal with this issue, science laboratory kits have been distributed in some schools by today. Furthermore, educational stakeholders have also started to train a number of science teachers in different districts, on the use of improvisation in teaching and learning as remedy of lack of conventional laboratory materials and reagents. However, in almost all district of Rwanda, including Rwamagana, students still perform poorly in biology national examination. This is associated with inappropriate teaching and learning that relies only on theories. Three specific objectives guided this study: (1) to explore the status of the use of improvised materials in teaching biology in secondary schools of Rwamagana district, (2) to identify challenges faced by teachers while developing and using improvised materials for biology practical classes in Rwamagana district and (3) to find potential solutions to challenges faced by biology teachers while developing and using improvised materials for biology practical classes in Rwamagana district. The study involved twenty-five biology teachers and four deputy head teachers in charge of studies. It used a mixed research design with explorative and diagnostic approaches. Quantitative data from the questionnaires were analysed using statistical package for social sciences (SPSS) while qualitative data were analysed by inductive content analysis approach. Findings of this research showed that 66% of secondary school biology teachers of Rwamagana district still frequently use lecturing while teaching under pretext that the conventional laboratory materials are lacking. This was an indication that the improvisation is not applied as it was supposed to be due to numerous challenges. v These include mainly lack of time to prepare improvised materials, large class size that would necessitate a big number of materials, vast content to teach dictating teachers to mainly use lectures and presentation to fully cover the content of the syllabus, and lack of regular teachers’ trainings to enhance their improvisational skills. For potential solutions, many respondents suggested to avail time on timetable for making improvised materials, enhance biology teachers’ improvisational skills through regular trainings, encourage biology teachers to use extra time to design improvised materials, and award the teachers who develop and use improvised materials. This study provides a general picture on the status of the use of improvisation in secondary schools of Rwamagana district and is intended to direct next strategies to conduct biology laboratory practicals even in a case the conventional materials and reagents are missing.