Experiences, challenges, and resource needs of teachers in implementing innovative teaching methods for 3D geometry instruction in public day secondary schools in Musanze District, Rwanda

Emmanuel Byiringiro; Catherine Muhonja Aurah; Beatrice Shikuku

doi:10.51867/ajernet.7.4.21

Authors

Emmanuel Byiringiro Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0004-7779-4926
Catherine Muhonja Aurah Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-0781-3202
Beatrice Nakhanu Shikuku Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-7459-9667

DOI:

https://doi.org/10.51867/ajernet.7.4.21

Keywords:

Innovative Teaching Methods, Implementation Challenges, Mathematics Instruction, Musanze District, 3D Geometry, Resource Needs, Rwanda, Teachers’ Experiences

Abstract

This study explored the experiences, challenges, and resource needs of teachers in implementing innovative teaching methods for 3D geometry instruction in public day secondary schools in Musanze District, Rwanda. The study focused on teachers’ experiences with technology integration, inquiry-based learning, guided discovery learning, collaborative learning, and visualization strategies, as well as the challenges and support required for their effective implementation. This study was guided by Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) Framework. A qualitative research approach was adopted, involving 50 mathematics teachers from public day secondary schools in Musanze District. Data were collected through teacher interviews and analyzed using Braun and Clarke’s six-phase thematic analysis framework. The findings generated four major themes: Pedagogical Pivot towards Conceptual and Spatial Visualization; Behavioral and Affective Shifts in Learner Engagement; Systemic Deficits and Contextual Constraints to Implementation; and Institutional Scaffolding and Professional Capacity Building. Teachers reported that innovative teaching methods provided useful approaches for presenting abstract 3D geometry concepts and promoting active classroom participation. However, teachers identified inadequate computers and ICT resources, unreliable electricity and internet connectivity, large class sizes, limited instructional time, and insufficient teacher training as major challenges affecting implementation. Teachers further identified the need for computers, projectors, concrete geometry models, instructional materials, improved ICT infrastructure, and continuous professional development. The study concludes that effective implementation of innovative teaching methods for 3D geometry instruction requires adequate instructional resources, reliable ICT infrastructure, continuous professional development, and institutional support for mathematics teachers.

Downloads

Download data is not yet available.

References

Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C. M., & Sorby, S. A. (2022). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review, 29(3), 699-720. https://doi.org/10.3758/s13423-021-02012-w

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Mhlongo, S., Ndlovu, M., & Chirinda, B. (2024). Mathematics teachers' experiences of using online teaching resources for professional learning in a context of disadvantage. International Journal of Learning, Teaching and Educational Research, 23(10), 27-44. https://doi.org/10.26803/ijlter.23.10.2

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Nkundabakura, P., Nsengimana, T., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., Dushimimana, J. C., Uwamariya, E., Batamuliza, J., Byukusenge, C., Nsabayezu, E., Twahirwa, J. N., Iyamuremye, A., Mbonyiryivuze, A., Ukobizaba, F., & Ndihokubwayo, K. (2023). Usage of modernized tools and innovative methods in teaching and learning mathematics and sciences: A case of 10 districts in Rwanda. Education and Information Technologies, 28(9), 11379-11400. https://doi.org/10.1007/s10639-023-11666-z

Nkundabakura, P., Nsengimana, T., Uwamariya, E., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., Dushimimana, J. C., Batamuliza, J., Byukusenge, C., & Iyamuremye, A. (2024). Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers' pedagogical content knowledge in Rwanda. Discover Education, 3, Article 12. https://doi.org/10.1007/s44217-024-00091-0

Piaget, J. (1973). To understand is to invent: The future of education (G.-A. Roberts, Trans.). Grossman Publishers.

Schmid, A., & Korenova, L. (2024). Enhancing geometry learning with GeoGebra: A study. Proceedings of the 23rd European Conference on e-Learning (ECEL 2024), 23(1), 487-496. Academic Conferences International Limited.

Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402. https://doi.org/10.1037/a0028446

Uworwabayeho, A. (2009). Teachers' innovative change within countrywide reform: A case study in Rwanda. Journal of Mathematics Teacher Education, 12(5), 315-324. https://doi.org/10.1007/s10857-009-9124-1

Uwurukundo, M. S., Maniraho, J. F., & Tusiime Rwibasira, M. (2022). Effect of GeoGebra software on secondary school students' achievement in 3-D geometry. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10852-1

Uwurukundo, M. S., Maniraho, J. F., Tusiime, M., Ndayambaje, I., & Mutarutinya, V. (2024). GeoGebra software in teaching and learning geometry of 3-dimension to improve students' performance and attitude of secondary school teachers and students. Education and Information Technologies, 29(8), 10201-10223.

https://doi.org/10.1007/s10639-023-12200-x

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.