RESEARCH PAPERS PUBLISHED

THE RESEARCH PAPERS PUBLISHED IN SCOPUS-INDEXED JOURNALS IN 2022

For the implementation of its mission of strengthening human capacity to deliver research-based quality teaching and learning of mathematics and science, ACEITLMS students and associate members published 248 research papers in different international journals, since its establishment, and among them, 130 were published in journals indexed by Scopus. During the last year 2022, 119 papers were published and 65 of them were published in journals indexed by Scopus. The following is the list of papers that were published in journals indexed by Scopus during the last year 2022.

1. Munyaruhengeri, J. P. A., Umugiraneza, O., Ndagijimana, J.B, & Hakizimana, T. (2022). Conceptual understanding of limits and continuity of functions: Senior four Rwandan secondary schools. Educational Studies in Mathematics, 111(3). https://www.doi-i.org/journals/view/265
2. Banda, H. J., & Nzabahimana, J. (2022). The impact of Physics Education Technology (PhET) interactive simulation-based learning on motivation and academic achievement among Malawian physics students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3
3. Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022). Exploring the impact of inquiry-based instructional strategies on students’ attitudes towards biology. International Journal of Learning, Teaching and Educational Research, 21(12), 21-43. https://ijlter.org/index.php/ijlter/article/view/6114
4. Nkaizirwa, J. P., Aurah, C. M., & Nsanganwimana, F. (2022). An empirical investigation of environmental knowledge and attitudes as the correlates of environmental identity among pre-service biology teachers in Tanzania. Sustainability, 15(1), 669. https://www.mdpi.com/2071-1050/15/1/669
5. David, O., & Nsengimana, V. (2022). The effect of the use of English as the language of instruction and inquiry-based learning on biology learning in Sub-Saharan Africa secondary schools: A systematic review of the literature. African Journal of Research in Mathematics, Science and Technology Education, 26(3), 275-285. https://www.tandfonline.com/doi/full/10.1080/18117295.2022.2141961?scroll=top&needAccess=true&role=tab
6. Bugingo, J. B, Mashood, K. K., & Yadav, L. L. (2022). Rwandan senior secondary physics students’ views on the nature of science. International Journal of Learning, Teaching and Educational Research, 21(11), 426-442. https://ijlter.org/index.php/ijlter/article/view/6267/pdf
7. Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2022). Secondary school students’ attitude towards mathematics word problems. Humanities and Social Sciences Communications, 9(1), 1-11. https://link.springer.com/content/pdf/10.1057/s41599-022-01449-1.pdf
8. Mapulanga, T., Nshogoza, G., & Yaw, A. (2022). Teachers’ perceived enacted pedagogical content knowledge in biology at selected secondary schools in Lusaka. International Journal of Learning, Teaching and Educational Research, 21(10), 418-435. https://ijlter.org/index.php/ijlter/article/view/6065/pdf
9. Kirya, K. R., Mashood, K. K., & Yadav, L. L. (2022). Development of a circular motion concept question item inventory for use in Ugandan science education. Journal of Turkish Science Education, 19(4), 1312-1327. https://www.tused.org/index.php/tused/article/view/2111
10. Munezero, V., Yadav, L.L., & Bugingo, J. B. (2022). Representation of nature of science in physics textbooks of cycle 4 fundamental schools in Burundi. European Journal of Educational Research, 11(4), 2487- 2496. https://www.eu-jer.com/representation-of-nature-of-science-in-physics-textbooks-of-cycle-4-fundamental-schools-in-burundi
11. Beichumila, F., Bahati, B., & Kafanabo, E. (2022). Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 18(11). https://doi.org/10.29333/ejmste/12498
12. Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2023). Enhancing students’ understanding of nerve cells’ structures and their symbiotic functioning by using technology-enhanced instruction incorporating virtual labs and animations. Journal of Science Education and Technology, 32(1), 13–25. https://link.springer.com/article/10.1007/s10956-022-10002-3
13. Jammeh, A. L., Karegeya, C., & Ladage, S. (2022). The Smartboard in chemistry classrooms: what is its effect on chemistry teaching and learning in selected topics in grade 11. International Journal of Learning, Teaching and Educational Research, 21(9), 217-231. https://www.ijlter.org/index.php/ijlter/article/view/5934
14. Iyamuremye, A., Mukiza, J., Nsabayezu, E., Kwitonda, J. D., & Habimana, C. (2022). Exploration of students’ social presence in a web-based discussion for conceptual learning of organic chemistry. Journal of Science Education and Technology, 32, 111–126. https://link.springer.com/article/10.1007/s10956-022-09997-6
15. Nsabayezu, E., Iyamuremye, A., Mukiza, J., Mbonyiryivuze, A., Gakuba, E., Niyonzima, N. F., & Nsengimana, T. (2022). Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda. Education and Information Technologies, 1-19. https://link.springer.com/article/10.1007/s10639-022-11344-6
16. Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022). Effect of inquiry-based learning on students’ attitude towards learning biology at upper secondary schools in Rwanda. Journal of Baltic Science Education, 21(5), 862-874. https://doi.org/10.33225/jbse/22.21.862
17. Bugingo, J. B., Yadav, L. L., Mugisha, I. S., & Mashood, K. K. (2022). Improving teachers’ and students’ views on nature of science through active instructional approaches: A Review of the literature. Science & Education, 21(8). https://link.springer.com/article/10.1007/s11191-022-00382-8
18. Iyamuremye, A., Mukiza, J., Nsengimana, T., Kampire, E., Sylvain, H., & Nsabayezu, E. (2022). Knowledge construction in chemistry through web-based learning strategy: a synthesis of the literature. Education and Information Technologies, 27(9), 1-20. https://link.springer.com/article/10.1007/s10639-022-11369-x
19. Bugingo, J. B., Yadav, L. L., & Mashood, K. K. (2022). Representation of nature of science aspects in secondary school physics curricula in East African Community Countries. International Journal of Learning, Teaching and Educational Research, 21(8). http://ijlter.org/index.php/ijlter/article/view/5541
20. Beichumila, F., Kafanabo, E., & Bahati, B. (2022). Exploring the use of chemistry-based computer simulations and animations instructional activities to support students’ learning of science process skills. International Journal of Learning, Teaching and Educational Research, 21(8). http://ijlter.org/index.php/ijlter/article/view/5562
21. Nicol, C. B., Gakuba, E., & Habinshuti, G. (2022). Effects of inquiry-based chemistry experimentation on students’ attitudes towards the teaching and learning of chemistry. Journal of Baltic Science Education, 21(4). https://www.ceeol.com/search/article-detail?id=1061090
22. Kanyesigye, S. T., Uwamahoro, J., & Kemeza, I. (2022). The Effect of professional training on in-service secondary school physics' teachers' motivation to use problem-based learning. International Journal of Learning, Teaching and Educational Research, 21(8). http://ijlter.org/index.php/ijlter/article/view/5732
23. Beichumila, F., Bahati, B., & Kafanabo, E. (2022). Students’ perceptions toward the use of computer simulations and animations in chemistry teaching and learning in Tanzania secondary schools. The International Journal of Science, Mathematics and Technology Learning, 30(1). https://cgscholar.com/bookstore/works/students-perceptions-toward-the-use-of-computer-simulations-and-animations-in-chemistry-teaching-and-learning?category_id=cgrn&path=cgrn%2F242%2F252
24. Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2022). Effect of active learning through the heuristic problem-solving approach on students’ achievement in linear programming. The International Journal of Science, Mathematics, and Technology Learning, 29(2). https://doi.org/10.18848/2327-7971/CGP/v29i02/67-85
25. Tugirinshuti, G.J., Mugabo, R.L., & Banuza. A. (2022). Video-based multimedia on learners’ attitude towards astrophysics: gender equity and school location. International Journal of Evaluation and Research in Education,11(3). https://ijere.iaescore.com/index.php/IJERE/article/view/22449
26. Munyemana, J. J., Nsanganwimana, F., & Gaparayi, G. (2022). students' perceptions on the difficulty of biochemistry concepts covered in Rwandan secondary school biology Curriculum. Cypriot Journal of Educational Sciences, 17(7). https://eric.ed.gov/?id=EJ1350250
27. Tugirinshuti, G. J., Mugabo, L. R., & Banuza, A. (2022). Teacher pedagogical beliefs and resistance to the effective implementation of video-based multimedia in the physics classroom. International Journal of Learning, Teaching and Educational Research, 21(5). http://www.ijlter.org/index.php/ijlter/article/view/5229
28. Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2022). Enhancing students’ attitudes in learning 3-dimension geometry using GeoGebra. International Journal of Learning, Teaching and Educational Research, 21(6), 286-303. http://www.ijlter.org/index.php/ijlter/article/view/5505
29. Mapulanga, T., Nshogoza, G., & Yaw, A. (2022). Zambian secondary school biology teachers’ profiles of planned topic-specific pedagogical content knowledge for teaching respiration. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 47-62. https://www.tandfonline.com/doi/abs/10.1080/18117295.2022.2085402
30. Jammeh, A. L., Karegeya, C., & Ladage, S. (2022). Chemistry lesson plan design and teaching: a case study of senior secondary schools in the urban regions of the Gambia. FWU Journal of Social Sciences, 16(2), 108-124. https://www.researchgate.net/profile/Abdou-Lj-Jammeh/publication/362593387_Chemistry_Lesson_Plan_Design_and_Teaching_A_Case_Study_of_Senior_Secondary_Schools_in_the_Urban_Regions_of_the_Gambia/links/639d0673095a6a777437357b/Chemistry-Lesson-Plan-Design-and-Teaching-A-Case-Study-of-Senior-Secondary-Schools-in-the-Urban-Regions-of-the-Gambia.pdf
31. Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2022). Effectiveness of virtual laboratories in teaching and learning biology: a review of literature. International Journal of Learning, Teaching and Educational Research, 21(6), 1-14. https://ijlter.org/index.php/ijlter/article/view/5268/pdf
32. Iyamuremye, A., Nsabayezu, E., & Mukiza, J. (2022). Web-based discussion in teaching and learning organic chemistry: student’s conception and reflection. International Journal of Emerging Technologies in Learning, 17(12), 252-257. https://online-journals.org/index.php/i-jet/article/view/30129
33. Busaka, C., Umugiraneza, O., & Kitta, S. R. (2022). Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), 1-19. https://www.ejmste.com/article/mathematics-teachers-conceptual-understanding-of-soft-skills-in-secondary-schools-in-zambia-12160
34. Tugirinshuti, G. J., Mugabo, R.L., & Banuza, A. (2022). Integrating video-based multimedia in teaching physics in the context of COVID-19 in Rwandan secondary schools. International Journal of Learning, Teaching and Educational Research, 20(12), 49-63. https://www.ijlter.org/index.php/ijlter/article/view/4555
35. Chikaluma, P. H., Opanga, D., & Nsengimana, V. (2022). Contribution of inquiry-based learning to the improvement of biology teaching and learning in Malawi community day secondary schools. The International Journal of Science, Mathematics and Technology Learning, 29(2), 29-52. https://doi.org/10.18848/2327-7971/CGP/v29i02/29-52
36. Nicol, C. B., Gakuba, E., & Habinshuti, G. (2022). Student's perceived science inquiry process skills in relation to school type and gender. Perspectives in Education, 40(2), 159-177. https://journals.ufs.ac.za/index.php/pie/article/view/5667
37. Kanyesigye, S. T., Uwamahoro, J., & Kemeza, I. (2022). Difficulties in understanding mechanical waves: Remediated by problem-based instruction. Physical Review Physics Education Research, 18(1), 1-10. https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.18.010140
38. Nsabayezu, E., Mukiza, J., Iyamuremye, A., Mukamanzi, O. U., & Mbonyiryivuze, A. (2022). Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning. Education and Information Technologies, 27(9). https://link.springer.com/article/10.1007/s10639-022-11113-5
39. Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5). https://www.sciencedirect.com/science/article/pii/S2405844022008295
40. Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Students’ perceptions of the classroom learning environment and engagement in cooperative mastery learning-based biology classroom instruction. Education Research International, 2022, 14. https://www.hindawi.com/journals/edri/2022/5793394/
41. Nsabayezu, E., Iyamuremye, A., Urengejeho, V., Mukiza, J., Ukobizaba, F., Mbonyiryivuze, A., & Kwitonda, J. D. D. (2022). Computer-based learning to enhance chemistry instruction in the inclusive classroom: teachers’ and students’ perceptions. Education and Information Technologies, 27(3).  https://link.springer.com/article/10.1007/s10639-022-11082-9
42. Swai, C. Z., Nkaizirwa, J. P., Hugo, A. K., Mahenge, C. A., & Komba, P. S. (2022). Strengthening teacher education in tanzania: student-teachers’ and tutors’ satisfaction with college facilities and environment. Cogent Education, 9(1), 1-6. https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2070053
43. Ndihokubwayo, K., Ukobizaba, F., Byusa, E., & Rukundo, J. C. (2022). Issues in subject combinations choice at advanced level secondary schools in Rwanda. Problems of Education in the 21st Century, 80(2), 339-352. https://www.ceeol.com/search/article-detail?id=1036784
44. Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2022). Teacher-student interactions for enhanced learning in upper secondary mathematics classroom. International Journal of Evaluation and Research in Education, 11(2), 507-515. https://ijere.iaescore.com/index.php/IJERE/article/view/22152
45. Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2022). Prime indicators of current teaching methodologies and students’ perceptions in quantum physics. International Journal of Evaluation and Research in Education,11(3), 89-106. https://ijere.iaescore.com/index.php/IJERE/article/view/22078
46. Nkaizirwa, J. P., Swai, C. Z., Hugo, A. K., Mahenge, C. A., & Komba, P. S. (2022). Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania. Data in brief, 42, 1-6. https://www.sciencedirect.com/science/article/pii/S2352340922004188
47. Katakara, D. K., Banzi, W., & Kamuhanda, D. (2022). analysis of the use of digital platforms by university and college lecturers in instruction of mathematics during COVID-19 pandemic era. Webology, 19(2), 7475-7487. https://www.webology.org/data-cms/articles/20220408110856amwebology%2019%20(2)%20-%20543%20pdf.pdf
48. Beichumila, F., Bahati, B., & Kafanabo, E. (2022). Students’ acquisition of science process skills in chemistry through computer simulations and animations in secondary schools in Tanzania. International Journal of Learning, Teaching and Educational Research, 21(3), 166-195. http://www.ijlter.org/index.php/ijlter/article/view/4907
49. Busaka, C., Kitta, S. R., & Umugiraneza, O. (2022). Mathematics teachers’ perceptions of soft skills integration in mathematics teaching and learning in secondary schools in Mazabuka District, Zambia. International Journal of Learning, Teaching and Educational Research, 21(2), 419-438. http://ijlter.org/index.php/ijlter/article/view/4908
50. Adejimi, S. A., Nzabalirwa, W., & Shivoga, W. A. (2022). Enhancing students’ attitudes toward biology using consensus and cooperative reflective journal writing educational strategies. Problems of Education in the 21st Century, 80(2), 242-255. http://www.scientiasocialis.lt/pec/node/1547
51. Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2022). A scientometric Review of Multimedia in Teaching and Learning of Physics. LUMAT: International Journal on Math, Science and Technology Education, 10(1), 89-106. https://journals.helsinki.fi/lumat/article/view/1634
52. Nicol, C. B., Gakuba, E., & Habinshuti, G. (2022). Students’ opinions, views, and perceptions of science laboratory learning: a systematic review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 18(3), 159-177. https://www.ejmste.com/article/students-opinions-views-and-perceptions-of-science-laboratory-learning-a-systematic-review-of-the-11793
53. Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Effects of concept mapping and cooperative mastery learning strategies on students’ achievement in photosynthesis and attitudes towards instructional strategies. International Journal of Learning, Teaching and Educational Research, 21(2), 107-132. http://www.ijlter.org/index.php/ijlter/article/view/4697
54. Mukagihana, J., Nsanganwimana, F., & Aurah, C. M. (2022). Dataset related to the effect of resource-based instruction on Rwandan pre-service biology teachers' academic achievement, attitude, and motivation. Data in brief, 41, 5. https://www.sciencedirect.com/science/article/pii/S2352340922001500
55. Nkurikiyimana, J. D., Uwamahoro, J., & Ndihokubwayo, K. (2022). Teaching and learning mechanics explored through the use of the 5E’s educational model. Problems of Education in the 21st Century, 80(1), 179-194.  https://www.proquest.com/docview/2641950568?pq-origsite=gscholar&fromopenview=true
56. Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies: Implication on gender. LUMAT: International Journal on Math, Science and Technology Education, 10(1), 242-266. https://doi.org/10.31129/LUMAT.10.1.1728
57. Musengimana, J., Kampire, E., & Ntawiha, P. (2022). Effect of task-based learning on students’ understanding of chemical reactions among selected Rwandan lower secondary school students. Journal of Baltic Science Education, 21(1), 140-155. https://www.proquest.com/docview/2641949321?pq-origsite=gscholar&fromopenview=true
58. Opanga, D., & Nsengimana, V. (2022). Effectiveness of biology lesson planning and lesson delivery in Tanzania secondary schools. The International Journal of Science, Mathematics and Technology Learning, 29(1), 15. https://cgscholar.com/bookstore/works/effectiveness-of-biology-lesson-planning-and-lesson-delivery-in-tanzania-secondary-schools
59. Ekatushabe, M., Nsanganwimana, F., Muwonge, C. M., & Senyonga, J. (2021). The Relationship between cognitive activation, self-efficacy, achievement emotions and (meta) cognitive learning strategies among Ugandan biology learners. African Journal of Research in Mathematics, Science and Technology Education, 25(3). https://www.tandfonline.com/doi/abs/10.1080/18117295.2021.2018867
60. 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, 27. https://doi.org/10.1007/s10639-021-10852-1
61. Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. M. (2022). physics students' conceptual understanding of electricity and magnetism in nine years basic education in Rwanda. European Journal of Educational Research, 11(1), 83-101. https://files.eric.ed.gov/fulltext/EJ1329054.pdf
62. Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Fostering Students' Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies. European Journal of Educational Research, 11(1), 103-116. https://files.eric.ed.gov/fulltext/EJ1329075.pdf
63. Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1), e08730. https://www.sciencedirect.com/science/article/pii/S2405844022000184
64. Byukusenge, C., Nsanganwimana, F., & Paulo Tarmo, A. (2022). Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies. Journal of Biological Education, 56(1), 1-17. https://www.tandfonline.com/doi/abs/10.1080/00219266.2021.2012225
65. Munyakazi, J. P., Mukagihana, J., Nsengimana, T., Mukamwambali, C., & Habimana, O. (2022). Impacts of computer-assisted instructions on students' academic performance of biology within secondary schools. International Journal of Learning and Development, 12(2), 8194-8194. https://www.macrothink.org/journal/index.php/ijld/article/view/19766