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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.

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]

Land use change caused by human activities is the main driver of biodiversity loss and changes in ecosystem functioning. However, less is known about how the conversion of a natural to pasture land favour the biological diversity of soil-litter arthropods to advance effective conservation plans and management systems. To fill the gap, this study focussed on soil-litter arthropod communities under a pasture land use in southern Rwanda. Data have been collected using pitfall traps and hand collection between April and June 2021. Sampled specimens of soil-litter arthropods have been identified to order and family levels by using dichotomous keys. Further, the species name was given when the identification key was available, while the morphological description was provided in absence of the identification keys. Results indicated a total of 3013 individuals of soil-litter arthropods grouped into 3 classes, 13 orders, 46 families and 87 morpho-species. Coleoptera showed a high number of families, while higher abundance and the number of morpho-species were found for ants (Hymenoptera: Formicidae). Higher abundance of sampled soil-litter arthropods is a sign that the studied area offers suitable habitat for soil-litter arthropods. However, less abundance found for some groups of soil-litter arthropods might be influenced by the used sampling techniques which were not appropriate for them. We recommend surveys using multiple sampling techniques to maximize chances of capturing a wide range of soil-litter arthropods. [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]

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]

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]