Evaluation Of Teachers’ Skills and their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda - Part 6

Oct 15, 2026

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This study investigates the current level of using atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. Data were collected from 54 chemistry teachers randomly sampled from eligible teachers in Gasabo District, Rwanda, using an explanatory sequential design. Quantitative results from a Likert-scale questionnaire were analyzed with Excel 2016 and SPSS, while qualitative responses used interpretive and thematic analysis. Findings show significant differences by teachers’ experience and school type, with experienced teachers and boarding schools performing better, while highlighting kit scarcity, insufficient design skills, and classroom-size limits. The study recommends targeted, stakeholder-supported training aligned with the Competency-Based Curriculum.

LanguageEnglish

CategoryExam

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Purpose of the study

Importance of atomic model kits

Background and rationale

Australian Journal of Teacher Education | Volume 50 Issue 4 | Article 6 | | --- | --- | | 1-30-2025
Evaluation Of Teachers’Skills and their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda
Francois Niyongabo Niyonzima
University of Rwanda-College of Education
Nsabayezu Ezechiel
University of Rwanda-College of Education
Aloys Iyamuremye
University of Rwanda-College of Education
Jean Baptiste Nkurunziza
University of Rwanda-College of Education
Angelique Nzavuga Izere
University of Rwanda-College of Education
Claude Karegeya
University of Rwanda-College of Education See next page for additional authors
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Education Commons | | Recommended Citation Niyonzima, F. N., Ezechiel, N., Iyamuremye, A., Nkurunziza, J., Izere, A. N., Karegeya, C., Gakuba, E., Ntihabose, R., & Nahimana, J. P. (2025) . Evaluation Of Teachers’ Skills and their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda. Australian Journal of Teacher Education, 50(4) . [https://doi.org/10.14221/1835-517X.7003](https://doi.org/10.14221/1835-517X.7003) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol50/iss4/6](https://ro.ecu.edu.au/ajte/vol50/iss4/6) Evaluation Of Teachers’Skills and their Current Level of Using Atomic Model Kitsin Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda Authors Francois Niyongabo Niyonzima, Nsabayezu Ezechiel, Aloys Iyamuremye, Jean Baptiste Nkurunziza, Angelique Nzavuga Izere, Claude Karegeya, Emmanuel Gakuba, Ruth Ntihabose, and Jean Pierre Nahimana This journal article is available in Australian Journal of Teacher Education: [https://ro.ecu.edu.au/ajte/vol50/iss4/6](https://ro.ecu.edu.au/ajte/vol50/iss4/6) Evaluation Of Teachers’ Skills and their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda Francois Niyongabo Niyonzima Nsabayezu Ezechiel* Aloys Iyamuremye Jean Baptiste Nkurunziza Angelique Nzavuga Izere Claude Karegeya Emmanuel Gakuba Ruth Ntihabose Jean Pierre Nahimana University of Rwanda-College of Education, Rwanda Abstract: This study investigates the current level of using the atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. The study used a sample of 54 chemistry teachers randomly sampled from a list ofall eligible teachers in Gasabo. An explanatory sequential research design was adopted to collect and analyze the data. The quantitative data collected through the Likert scale questionnaire were analyzed by using Excel 2016 and the Social Package for Social Science (SPSS). The qualitative data were analyzed by using interpretive and thematic analysis. The study revealed a substantial difference based on teachers' working experience and school type, favoring the most experienced teachers and those in boarding schools. Key issues mentioned include a scarcity and inadequacy of atomic model kits, insufficient skills on how to design these kits, and classroom size limits. The study recommends that chemistry teachers receive targeted training on the design and effective use of atomic model kits, supported by educational stakeholders such as the Ministry of Education, the Rwanda Basic Education Board (REB), school administrators, and teacher training institutions. These stakeholders should prioritize continuous professional development programs that build teachers’ practical and pedagogical competencies, aligning model-based instruction with the Competency-Based Curriculum. Such training would enable teachers to integrate atomic model kits more effectively, fostering interactive, hands-on le

FAQs

What does the study evaluate about chemistry teachers in Gasabo District?

It evaluates teachers’ skills and their current level of using atomic model kits to teach chemical bonding and atomic structure.

How was the research conducted and analyzed?

A sample of 54 chemistry teachers was studied using an explanatory sequential design. Likert-scale questionnaire data were analyzed with Excel 2016 and SPSS, while qualitative data were examined using interpretive and thematic analysis.

What factors influenced the results according to the study’s findings?

Significant differences were found based on teachers’ working experience and school type, favoring more experienced teachers and those in boarding schools.

Oct 15, 2026

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