Gabriel Nizeyimana – College of Education, University of Rwanda

Email: harerichris1@gmail.com

Abstract: This study examined how Biology teachers engage students through Project-Based Learning (PBL) in six-day lower secondary schools in Gasabo District, Rwanda, guided by three objectives: teachers’ understanding of PBL, their design and implementation of PBL activities, and PBL’s contribution to students’ motivation. A convergent parallel mixed-methods designwas adopted within the pragmatic paradigm, with all 30 Biology teachers in the six schools included through census sampling. Data were collected using a questionnaire, a semi-structured interview guide, and a classroom observation checklist, and triangulated across the three sources; quantitative data were analyzed in SPSS Version 26 using descriptive statistics and multiple regression, while qualitative data were analyzed thematically. Teachers showed a strong theoretical understanding ofPBL (M = 4.00–4.13) but a comparatively weaker command of implementation and assessment procedures (M = 3.70–3.73), a gap attributed to limited time, large classes, and insufficient materials rather than to any deficit in conceptual knowledge. Effective PBL activities were curriculum-aligned, collaborative, inquiry-based, and teacher-facilitated. Authentic, real-life projects emerged as the strongest predictor of behavioral, emotional, and cognitive engagement, with the largest effect on cognitive engagement (β = 0.451, p = .001). PBL is an effective, learner-centred approach for engaging Biology students, and its full potential is currently constrained more by institutional and resource conditions than by teachers’ understanding of, or commitment to, the approach. Strengthening teacher capacity in PBL implementation and assessment, and providing adequate instructional time and materials, is recommended.

Abstract: The study was carried out in secondary schools in Goma Division, Mukono District, Uganda. It examined the connection between students’ critical thinking in history and political education and project-based learning (PBL). It specifically looked at the relationship between students’ critical thinking abilities and PBL’s collaborative activities, student autonomy, and real-world linkages. A quantitative correlational design was used for the investigation. Based on the recommendations of Robert V. Krejcie and Daryle W. Morgan, a sample of 205 participants was chosen from four schools utilising stratified and basic random selection approaches from an accessible population of 440 Senior Three and Senior Four children in 10 schools. A Likert-scale questionnaire was used to gather the data, which were then examined using Pearson correlation analysis and descriptive statistics. The results showed a strong positive correlation between students’ critical thinking abilities, real-world linkages (r = 0.609, p < 0.001), student autonomy (r = 0.412, p < 0.001), and collaborative PBL activities (r = 0.323, p < 0.001). In general, PBL showed a somewhat favourable correlation with students’ critical thinking (r = 0.540, p < 0.001). In order to foster competency-based and inquiry-oriented learning, the study indicates that PBL greatly aids in the development of higher-order thinking abilities in history education and suggests enhancing cooperative, autonomous, and real-world project activities.

Abstract: This study examined school management support of project-based learning in fostering critical thinking skills in secondary schools in the Ubungo Municipality which was guided by transformational leadership theory. The study adopted a convergent parallel design under a mixed-method research approach. The sample size of the study was 55 respondents out of 1306 population. Simple random, purposive and stratified sampling techniques were used to select teachers and heads of schools respectively. Instruments for data collection were questionnaires and structured interviews. Quantitative data adopted statistical analysis while the qualitative data were thematically analyzed. The study found that some factors such as poor learning environment, poor policy implementation inadequate financial support as well as difficulty in accessibility of teaching and learning materials hinder to the high extent the integration of project based learning in secondary schools. The study recommends that the Ubungo Municipality should provide a sufficient budget to schools so that school management can provide all necessary materials at the right time so that PBL can be effectively implemented by the teachers in schools.

Abstract: This study explored the influence of project-based learning (PBL) on students’ attitudes towards physics. The participants were fifty 10th-grade students from a purposively selected school in Mbale district, Eastern Uganda. Participants were randomly distributed to the experimental and control groups using cluster sampling. A mixed-method research approach was adopted. The pretest-posttest non-equivalent quasi-experimental design was used. The experimental group used the PBL approach, while the comparison group followed the conventional approach. An attitudes questionnaire with six items and focus group interview prompts were data collection tools. The survey test was validated by experts and piloted (α= 0.82). Data were analyzed using the independent samples t-tests, and effect size. Findings revealed a significant difference in the average scores of students’ attitudes towards physics in favor of the experimental group. Therefore, the study recommends that science educators should adopt PBL to improve students’ attitudes towards science and physics in particular.