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Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students' attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of 0.89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students' attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students' interest to learning biology and alleviates the difficulty of its concepts.

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools.

The purpose of this study was to assess how the Inquiry Based Learning approach supports the development of students' academic language proficiency in invertebrate systematic. The study was framed by Halliday's sociolinguistic approach to learning. A total of 50 classroom observation sessions at 10 schools were conducted: 10 before and 40 after the intervention. Twenty purposively selected teachers and 200 randomly selected Form 4 students participated in this study. Data were collected using a mixed-method research approach through a lesson observation checklist and evaluation sheet. Further, qualitative data were analysed thematically, and themes were transcribed and coded. Quantitative data were analysed using frequencies and percentages. Key findings revealed a progressive positive change in teaching and learning invertebrates using the 5Es (Engage/Excite, Explore, Explain, Elaborate, Evaluate) instructional model. Students' writing skills were highly improved, and the phases which contributed to the improvement included, in particular, Explore and Explain. However, reading was rarely observed in any phases of the 5Es cycle. The study recommends the use of the inquiry-based learning approach in teaching and learning of invertebrate systematic to improve students' academic language proficiency at secondary school level.

Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students' achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental groups was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology. [ABSTRACT FROM AUTHOR]

Background: The Informed Health Choices Key Concepts are principles for thinking critically about healthcare claims and deciding what to do. The Key Concepts provide a framework for designing curricula, learning resources, and evaluation tools. Objectives: To prioritise which of the 49 Key Concepts to include in resources for lower secondary schools in East Africa. Methods: Twelve judges used an iterative process to reach a consensus. The judges were curriculum specialists, teachers, and researchers from Kenya, Uganda, and Rwanda. After familiarising themselves with the concepts, they pilot-tested draft criteria for selecting and ordering the concepts. After agreeing on the criteria, nine judges independently assessed all 49 concepts and reached an initial consensus. We sought feedback on the draft consensus from other stakeholders, including teachers. After considering the feedback, nine judges independently reassessed the prioritised concepts and reached a consensus. The final set of concepts was determined after user-testing prototypes and pilot-testing the resources. Results: The first panel of judges prioritised 29 concepts. Based on feedback from teachers, students, curriculum specialists, and members of the research team, two concepts were dropped. A second panel of nine judges prioritised 17 of the 27 concepts that emerged from the initial prioritisation and feedback. Based on feedback on prototypes of lessons and pilot-testing a set of 10 lessons, we determined that it was possible to introduce nine concepts in 10 single-period (40-minute) lessons. We included eight of the 17 prioritised concepts and one additional concept. Conclusion: Using an iterative process with explicit criteria, we prioritised nine concepts as a starting point for students to learn to think critically about healthcare claims and choices. [ABSTRACT FROM AUTHOR]

The contribution of the inquiry-based learning (IBL) to ensure effective teaching of biology in secondary education has not yet been fully studied in Sub-Saharan African countries. To fill the gaps, research has been conducted in Malawi, Rwanda, and Tanzania. Data were collected by using interviews, focus group discussions, and lesson observations before and after the intervention consisting of training biology teachers on inquiry-based learning and 5Es instructional model. Results showed that teacher-centred approach dominated the pre-intervention phase, while the IBL was observed in lesson planning and delivery, and there was a shift from teacher to a leaner-centred approach after the intervention. Most teachers established activities promoting the understanding of the subject content, use of the language of instruction, change of attitudes and improving the performance of students. We conclude that the intervention improved biology teaching, the language of instruction and performance of students. [ABSTRACT FROM AUTHOR]

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools. [ABSTRACT FROM AUTHOR]

Inquiry-Based Learning (IBL) is a well-known modern teaching approach in science education, with proven effectiveness for acquiring scientific knowledge. However, in most Malawi Community Day Secondary Schools (CDSSs), science teachers are still relying on the use of teacher-centered approaches when teaching biology. Further, they appear to be far from practicing IBL. This study explores the role of the IBL 7Es (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend) instructional model on biology teachers' pedagogical approach in CDSSs. The aim was to ascertain whether the use of the approach affected teachers' perceptions and practices of biology teaching. The sample consisted of six biology teachers purposively selected from rural and urban CDSSs. Data were collected using a semi-structured interview and lesson observation checklist. Collected data were analyzed qualitatively and quantitatively. The pre-test results revealed that the most used teaching approach was lecturing. After the training with the IBL 7Es instructional model, the use of IBL was observed in lesson planning and lesson delivery. Furthermore, there was a shift from dominant teacher-centered to learner-centered approach. However, large class sizes and limited teaching and learning resources were reported as key challenges that impede the use of the approach. The study recommends the need to train teachers on how to effectively teach large class sizes and to explore the extent to which pedagogical practices influence biology teaching and learning. More importantly, teachers should be given time, resources, and professional support to adopt and implement contemporary teaching methods to promote meaningful biology teaching and learning. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the consistency of biology lesson planning and delivery by teachers, focusing on the systematic of invertebrates in Tanzania secondary schools. Data were collected using the Interview Schedule (IS), Lesson Observation Checklist (LOC), and Lesson Evaluation Form (LEF). A total of 40 biology teachers and 160 biology students participated in the research. Results revealed that teachers managed to prepare lesson objectives that were relevant for learners to learn new content. A significant number of teachers (80%, N = 40) struggled to summarize the material while copying it from a book or the internet. Besides, a substantial number (54%, N = 40) of teachers managed to use their own developed figures, field studies, and taxonomic keys to clarify curriculum content in relation to the learners’ levels, as well as the sensitivity of content and language demands. In contrast, few teachers (46%, N = 40) used figures from the school library and videos from YouTube. Further, there were remarkable inconsistencies in the lesson planning and delivery of the systematic of invertebrates. Therefore, current research suggests that biology teachers may adapt or adopt the criteria for successful lesson planning and delivery of the systematic of invertebrates. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess how the Inquiry Based Learning approach supports the development of students' academic language proficiency in invertebrate systematic. The study was framed by Halliday's sociolinguistic approach to learning. A total of 50 classroom observation sessions at 10 schools were conducted: 10 before and 40 after the intervention. Twenty purposively selected teachers and 200 randomly selected Form 4 students participated in this study. Data were collected using a mixed-method research approach through a lesson observation checklist and evaluation sheet. Further, qualitative data were analysed thematically, and themes were transcribed and coded. Quantitative data were analysed using frequencies and percentages. Key findings revealed a progressive positive change in teaching and learning invertebrates using the 5Es (Engage/Excite, Explore, Explain, Elaborate, Evaluate) instructional model. Students' writing skills were highly improved, and the phases which contributed to the improvement included, in particular, Explore and Explain. However, reading was rarely observed in any phases of the 5Es cycle. The study recommends the use of the inquiry-based learning approach in teaching and learning of invertebrate systematic to improve students' academic language proficiency at secondary school level. [ABSTRACT FROM AUTHOR]

We present the first record of the ant Pheidole megatron Fischer and Fisher, 2013 in Rwanda, a species thought to be endemic to the Malagasy region. Specimens were collected in July 2019, in one of the houses located at Kivumu, in the center of Rwanda. They were first morphologically identified as Pheidole megatron using a recent identification key. Molecular identification through mitochondrial cytochrome oxidase I (COI) confirmed the morphological identification. The Rwanda sample clustered with samples from the Comoros, and it belongs to the group megacephala. Future studies may focus on the biology and ecology of this ant species in Africa. Moreover, we suggest the screening of other African populations of Pheidole megacephala using finer genetic markers with higher mutation rates to clarify the identification and spread of the species. [ABSTRACT FROM AUTHOR]

A learner-centered teaching approach is more emphasized in teaching and learning biology, specifically the content of cell division. The teaching method is valued for assisting learners' understanding terminologies used to describe any particular event that occurred during the cell division processes for instance, chromatids, crossing-over, chiasmata, and cytokinesis. The purpose of this study was to investigate teachers' perspectives on the effectiveness of the inquiry-based learning (IBL) on learners' achievements in biology of cell division in Rwanda secondary schools. A total of 254 learners studying the cell division in upper secondary schools and 10 biology teachers were purposively selected and participated in the study. Pre-training was assessed through the lesson observation. The feedback was used to train teachers on the IBL lesson plan and lesson delivery. The post-training consisted of preparing the lesson on cell division. Planned lessons were then delivered, and data about the improvements were collected using the lesson observation checklist. Further, data were collected using the questionnaires addressed to teachers. Data were analyzed using descriptive statistics where percentages, means and standard deviations were calculated by using Excel Software Version 2016. The findings of the study revealed that the IBL was an effective teaching method towards learners' achievement in biology. It motivates learners to follow the lesson and express their opinions, which contribute to better performance. The study recommends continuous professional development to equip teachers with skills in teaching by using the IBL. [ABSTRACT FROM AUTHOR]

Recently, human activities have impacted biodiversity-rich forest in western Rwanda, creating a need to enhance restoration activities of degraded lands in the region. To evaluate the effects of reforestation activities on the community composition of soil-litter ants, research was conducted in Gishwati tropical montane forest, located in northern-western part of Rwanda. The ant fauna was studied in reforested lands dominated by regenerated native species and exotic tree species. Further, a primary forest made of native trees served as a reference. In each forest type, nine sampling points were used to sample ants. Ant specimens were collected using pitfalls, hand sampling and Winkler extractor. They were identified to subfamilies, genus and species levels using dichotomous keys, and also statistically analysed for species richness, diversity, evenness and community composition. We collected a total of 2,481 individuals from 5 subfamilies, 18 genera and 35 species. Higher abundance, diversity and species richness were found in soil-litter under natural primary and secondary forests dominated by regenerated native plant species compared to exotic tree forest. The ant community composition analysis indicated higher similarities in ant species sampled under primary native forest and secondary forest dominated by regenerated native species. Reforestation by regenerating native species may be given priority in restoration of degraded lands due to their importance in species richness and species diversity. [ABSTRACT FROM AUTHOR]

Soil-litter arthropods are critical for ecosystem functioning and sensitive to land use change, and hence to the variations in soil physicochemical properties. The relationships between soil-litter arthropod communities and soil physicochemical properties, however, remain poorly studied in Rwanda. We explored the relationships between the families of soil-litter arthropods and soil properties in exotic and native tree species, and in varieties of coffee and banana plantations. Soil-litter arthropods were sampled by using Berlese funnels, hand sorting, and pitfall traps, and were identified to the family level. Soil cores were collected and analysed for soil pH, available phosphorus, total nitrogen, soil organic carbon, silt, clay and sand. A total of 3176 individuals of soil-litter arthropods were collected, identified and classified into 13 orders and 23 families. Higher abundance was found in soil and litter sampled in plots of native tree species and banana plantations compared to exotic tree species and coffee plantations. Higher diversity was found in plots of native and exotic tree species. The analysis of soil physicochemical properties indicated that native tree species offer suitable conditions of studied soil properties. The study of the relationships between the land use, soil properties and families of soil-litter arthropods indicated positive correlations and relationships mainly in native tree species. We conclude that forest with native tree species play an important role in the conservation of soil-litter arthropods and for maintenance of better soil conditions. [ABSTRACT FROM AUTHOR]

Five years ago, Rwanda shifted from a knowledge-based to competence-based curriculum. The main purpose was to enable school graduates to cope with job-related demands and enable them to become problem solvers. From my knowledge however, no research was done to evaluate the opportunities and challenges associated with the implementation of this new curriculum in order to develop mitigation strategies. To fill this gap, the study being reported in this article was designed. Data were collected through focus group discussions, surveys and school visits. Results indicated the appreciation of the new curriculum. Major challenges included the lack of teaching and learning materials, laboratory equipment and chemical reagents. Teachers suggested collaboration between the government and other education stakeholders to overcome the identified challenges. They also suggested a continuous professional training for in-service teachers based on the subjects they teach, and on English since it is used as a medium of instructions. [ABSTRACT FROM AUTHOR]

This research presents a case study on perceptions of local people on the use of Nyabrongo river wetland and its conservation in Rwanda. It critically examines the potential implications of a shift in wetland use and management practices for local people and presents empirical data from a household survey, group discussions, and observations from transect walks. Results showed that the change in the use and management regime of Nyabarongo river wetland poses substantial loss for local people in terms of provision of resources, income, and access to the wetland, so that the majority of the participants are not happy with the current use of the wetland. Research concluded that there should be participation of all stakeholders, including local people, during policy development in order to shift from command-and-control toward local stakeholder integration in decision making. [ABSTRACT FROM PUBLISHER]