Effect of Continuous Professional Development on Teaching Biology in Nine Year Basic Education Schools of Gicumbi District, Rwanda

*Innocent Nunguye – African Center of Excellence for Innovative Teaching and Learning of Mathematics and Science, College of Education, University of Rwanda, Rwanda.
Leon R. Mugabo – African Center of Excellence for Innovative Teaching and Learning of Mathematics and Science, College of Education, University of Rwanda, Rwanda.
Francois N. Niyonzima – Department of Mathematics, Science and Physical Education, College of Education, University of Rwanda, Rwanda.
*Corresponding Author: nunguye1981@gmail.com

Abstract: This study was conducted to determine the effect of continuous professional development on teaching biology in 12 Nine Year Basic Education schools of Gicumbi district. This study is a mixed research and used a descriptive research design to determine the effect of CPD in 9YBE schools of Gicumbi district. The population of this study was 3235 people, including school head teachers, biology teachers and students while the sample size was 356 people. A questionnaire and an interview protocol were used as data collection instruments. Data were analyzed by using the thematic method. Chi-square test and Karl Pearson product moment correlation coefficient were used to establish the relationship between variables. Findings from this study showed that CPD has a significant effect on teaching biology as long as teachers and head teachers are accountable to effectively conduct it in order to improve teachers and school leaders’ capability which enhances biology teaching and learning outcomes. It was observed that CPD significantly increase students’ learning outcomes p<0.05. Teachers, education authorities and education partners should organize and implement CPD in 9YBE schools to improve teaching and learning biology.