Contribution of Smart Learning on Students’ Academic Competences in Private Universities in Rwanda

Jeremie Tuyizere

doi:10.51867/ajernet.5.4.55

Authors

Jeremie Tuyizere
jtuyizere5@gmail.com
Mount Kenya University-Rwanda/Kigali

Keywords:

E-Learning, ICT, Smart Learning, Smart Classrooms

Abstract

The integration of smart learning in teaching and learning process can be successful and increase Students’ academic competences as long as smart learning facilities are integrated. This study titled “contribution of smart learning on students’ academic competences in private universities in Rwanda” assessed the contribution of smart learning technologies on students’ academic performance and explored the relationship between smart learning and students’ academic competences in private universities in Rwanda. In order formulate research design, the study was guided by system and flipping classroom theory. The research adopted a descriptive research design. The targeted population of the study was 400 respondents who were sampled by using Yamane’s formula of sample calculation to become 200 composed by 7 Staff members, 23 lecturers and 170 students. The staff members were purposively chosen while students and lectures were simple randomly sampled. The data collection tools used in this study were Questionnaires and interview. In order to analyses data, the study adopted descriptive, quantitative and qualitative techniques. Through retesting piloted study, reliability was employed by using accurate valid measures. The results showed that the use of smart learning facilities has improved the students’ competences in campuses where 70.6 % strongly agree and 15.9 % answered agree. The study further confirmed that smart learning tools engage and motivate students’ learning process where 71.2 % responded strongly agree and 17.1% responded agree. The study concluded that there was a correlation between smart learning and students’ academic competences where Karl Pearson coefficient of correlation was 0.751, which means the smart learning, contribute to the students’ academic competences. The study recommended that through ministry of education government of Rwanda need to increase fund allocated in supporting private universities. Higher Education Council also need to increase its intensive monitoring and evaluation on the effective use of smart learning within campuses. Lecturers need allow all students to interact with computers and smart digital tools.

Dimensions

REFERENCES

Alajmi, Q., Al-Sharafi, M. A., & Abuali, A. (2020). Smart Learning Gateways for Omani HEIs towards Educational Technology: Benefits, Challenges and Solutions. International Journal of Information Technology and Language Studies, 7(4), 12-17.

Al-Ruz., Jamal. A., Khasawneh. S. (2011). Educational technology& Society: International Forum of Educational Technology & Society. 14(4) 77-87.

Bergmann, J. & Aaron, S. (2012). Flip your classroom and reaching every student in every class day 1stedition. Journal of international Society for Technology in Education, 6(3), 45-50.

Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative approaches (3rd ed.). Walnut Creek, CA: Altamira Press.

Dneprovskaya. N.V. (2008). Knowledge management system as a basis for smart learning. Journal of open education, 22(4), 43-61 DOI: https://doi.org/10.21686/1818-4243-2018-4-42-52

https://doi.org/10.21686/1818-4243-2018-4-42-52

EAC. (2000). The Treaty for the Establishment of the East African Community. Arusha: East African Community.

Hwang, G.J., Sung, H.Y., Chang, S.C., & Huang, X.C. (2020). A fuzzy expert system-based adaptive learning approach to improve students' performances by considering affective and cognitive factors. Computers and Education: Artificial Intelligence, 1(6), 78-81. https://doi.org/10.1016/j.caeai.2020.100003 DOI: https://doi.org/10.1016/j.caeai.2020.100003

Jena, P.C. (2013). Effect of smart classroom learning environment on academic achievement of Rural High Achievers and Low Achievers in science. International letters of social and humanistic science, 3(1), 1-9. https://doi.org/10.18052/www.scipress.com/ILSHS.3.1 DOI: https://doi.org/10.18052/www.scipress.com/ILSHS.3.1

Kim, K. H. (2011). The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(1) 285-295. https://doi.org/10.1080/10400419.2011.627805 DOI: https://doi.org/10.1080/10400419.2011.627805

Kombo, D, K., & Tromp, D. L. (2006). Proposal and thesis writing an introduction. Nairobi: Kenya press.

Ludwig von Bertalanffy (1968). General System theory: Foundations, Development, Applications. Routledge.

O'Farrel. J. (2012). Why I choose state education over Private school. The Guardian: London, Media section

Rubagiza, J., Were, E., & Sutherland, R. (2011). Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development, 31(1), 37-43. https://doi.org/10.1016/j.ijedudev.2010.06.004 DOI: https://doi.org/10.1016/j.ijedudev.2010.06.004

Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.2013 DOI: https://doi.org/10.1152/advan.00091.2013

United Nations. (2015) Transforming our world: the 2030 Agenda for Sustainable Development. New York:

Wallet, P.& Kimenyi, E. (2015). Improving Quality and Relevance of Education Through Mobile Learning in Rwanda: A promise to Deliver. Education Sector. UNESCO, 3(9), 45-58.

Zhu Z., Yu M., & Riezebos P. A. (2016). Research framework of smart education. Smart Learning Environments, 3(4), 12-16. DOI: https://doi.org/10.1186/s40561-016-0026-2

https://doi.org/10.1186/s40561-016-0026-2