Assessing the Influence of Web-Based Discussion Tools on Teachers’ Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools

Q: What research design was used to study the impact of web-based discussion tools?

The study used a sequential explanatory research design, combining quantitative and qualitative data collection and analysis.

Q: How were teachers’ pedagogical practices measured?

Quantitative measures were collected using the Reformed Teaching Observation Protocol (RTOP) and Lesson Plan Analysis Protocol (LPAP), complemented by focus group discussions for qualitative insights.

Q: What were the main quantitative findings of the intervention?

RTOP indicated significant improvements in lesson design, content delivery, and classroom culture, while LPAP showed better lesson planning post-intervention. MANOVA results also favored the experimental group with statistically significant differences.

Oct 15, 2026

Upload by anakgang17

Integration of web-based discussion platforms in education is increasingly seen as a way to improve teachers’ pedagogical practice. This study assessed the influence of web-based discussion tools on teachers’ pedagogical practices when teaching organic chemistry in selected Rwandan secondary schools. Using a sequential explanatory design, data from 351 participants (students and chemistry teachers) were analyzed with RTOP/LPAP, MANOVA, and thematic analysis. Results showed significant gains in lesson design, content delivery, classroom culture, and better lesson planning, with improvements also reflected in student engagement and reflective learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Introduction

Technology and web-based discussion in education

Context and rationale for organic chemistry in Rwanda

Assessing the Influence of Web-Based Discussion Tools on Teachers’ Pedagogical Practices in Teaching Organic Chemistry in Selected Rwandan Secondary Schools Iyamuremye Aloys 1* , Innocent Twagilimana2 , & Francois Niyongabo Niyonzima3 1African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Rwanda, [aloysiyamuremye@gmail.com](aloysiyamuremye@gmail.com), [https://orcid.org/0000-0003-3968-8757](https://orcid.org/0000-0003-3968-8757) 2 University of Rwanda-College of Education (UR-CE), Rwanda, [twagilin@gmail.com](twagilin@gmail.com) , [https://orcid.org/0000-0003-1579-5099](https://orcid.org/0000-0003-1579-5099) 3 University of Rwanda-College of Education (UR-CE), Rwanda, [niyofra@yahoo.com](niyofra@yahoo.com) , [https://orcid.org/0000-0002-8228-5171](https://orcid.org/0000-0002-8228-5171) ABSTRACT The integration of web-based discussion platforms in education is increasingly recognized for its potential to enhance pedagogical practices. This study examined the impact of web-based discussion tools on teachers’pedagogical practices in teaching organic chemistry in selected Rwandan secondary schools. The study adopted sequential explanatory research design. A total of 351 participants including 229 senior two (grade 8), 114 senior five (grade 11), and 8 chemistry teachers from two districts were randomly selected to participate in the study. Quantitative data were collected using the Reformed Teaching Observation Protocol (RTOP) and Lesson Plan Analysis Protocol (LPAP), while qualitative data were obtained from focus group discussions. The collected quantitative data were analysed by using descriptive statistics and inferential statistics (Multivariate analysis of Variance, MANOVA) while qualitative data were analysed by using thematic analysis. RTOP results showed significant improvements in terms of teachers’ pedagogical practices, particularly in lesson design, content delivery, and classroom culture with an increase of 53.75 to 81.5%, 58.25 to 76. 17%, and 54.63 to 87.3%, respectively. LPAP results also indicated better lesson planning post-intervention. MANOVA results revealed statistically significant differences between control and experimental groups (Wilks’ Lambda = 0.257, F (1,35) = 11.614, p < 0 .001), favouring the experimental group. Significant effects were also found based on teacher age (p < 0.001) and experience (p < 0.05) with regard to younger (18-25 years) and less experienced teachers (1-3 years) . However, the study did not found statistical significant differences with regard to gender, location, and school ownership. Qualitative findings emphasized improved student engagement and reflective learning. Thus, the use of a web-based discussion approach led to enhanced student-centered instructional strategies and more interactive classroom environments. The study recommends strengthening digital literacy, infrastructure, professional development, and assessment integration KEYWORDS: Web-based discussion, pedagogical practices, lesson design, content delivery, classroom culture, and students’ engagement 1 INTRODUCTION In recent years, advancements in technology have transformed education by offering innovative tools and methods that enhance teaching and learning experiences. Among these innovations, web-based discussion tools have gained significant attention for their potential to enhance classroom engagement, collaboration, and conceptual understanding (Iyamuremye, et al. , 2024) . In this context, it provides a virtual space for students and teachers to engage in interactive discussions, share insights, and collaborate on particular concepts (Devi et al. , 2023) . In science education, particularly in complex subjects like organic chemistry web-based discussions serve as an essential supplement to conventional teaching methods, enabling learners to explore abstract content beyond the limitations of time and space (Schuessler et al. , 2024) . We

FAQs

What research design was used to study the impact of web-based discussion tools?

The study used a sequential explanatory research design, combining quantitative and qualitative data collection and analysis.

How were teachers’ pedagogical practices measured?

Quantitative measures were collected using the Reformed Teaching Observation Protocol (RTOP) and Lesson Plan Analysis Protocol (LPAP), complemented by focus group discussions for qualitative insights.

What were the main quantitative findings of the intervention?

RTOP indicated significant improvements in lesson design, content delivery, and classroom culture, while LPAP showed better lesson planning post-intervention. MANOVA results also favored the experimental group with statistically significant differences.

Oct 15, 2026

Upload by anakgang17