Abstract: The study examined effects of cooperative learning strategy on Students’ Academic Achievement in work, energy and power in 12YBE secondary schools of Gasabo district. This study employed quasi-experimental design, using non-equivalent quasi-experimental design. Purposive sampling technique was used to select two schools for the study. One intact class in each school was used as the control group and the other class as the experimental group. The sample size consisted of 200 students comprising 94 in the control group and 106 in the experimental group. The experimental group was taught work, energy and power using cooperative learning ( learning together) while the control group was taught using the traditional way of teaching work, energy and power. Research instrument used for the study for data collection was Physics Achievement Test (PAT). The instrument was developed by the researcher in order to measure the rate of students’ academic achievement in physics. The instrument was administered to the students before treatment to determine the level of knowledge about the subject matter (pre-test). Then, the same instrument administered again after the treatment had been given to obtain the post test scores. The scores of the students were analysed using mean and standard deviation. The hypotheses were tested at .05 level of significance using t-test. The study found that Cooperative learning method enhances active student participation and interaction. This quality led to significant learning effect in Physics. It was recommended that science teachers should be encouraged to adopt cooperative teaching/learning strategy so as to enhance active students’ participation in scientific operation.

Abstract: The main purpose of this research was to investigate the effects of virtual laboratories on students’ conceptual understanding of biology with an emphasis on the foetal developmental process. Quasi-experimental design under a quantitative method was employed. A biology achievement test (BAT) via pre -posttest was used for data collection. Four secondary schools from Rwamagana district, with 162 students, were purposively selected based on the availability of smart classrooms, computers, projectors, and internet connectivity. From these schools, the experimental and control groups were selected randomly with 81 students in each group. Data were analyzed through descriptive statistics and independent sample t-tests using a statistical package for social science (SPSS). The results reveal that the students in the experimental group who were administered virtual laboratory instructions achieved higher mean scores than the students in the control group who taught using the traditional lecturing method (chalk-talk method) at [t (160) = -.540, p = 0.000; p<.05]. This indicates that virtual laboratories in teaching biology concepts have a greater impact on students’ conceptual understanding. The study recommends biology teachers to strive to use virtual laboratories in teaching biology as an alternative way of improving students’ conceptual understanding of abstract concepts. Further study should explore the contribution of virtual laboratories on the student’s conceptual understanding of other difficult and abstract biology topics towards students’ conceptual understanding.

Abstract: The main purpose of this study was to investigate the effects of inquiry-based teaching approach on students’ performance and attitudes towards chemistry in senior four secondary school level. A sample of 78 senior four chemistry students from two different schools was enrolled in the study. A pre-test and post-test quasi-experimental research design was adopted where students from one school were taught using inquiry-based teaching method and those from the other school were traditionally instructed. The instruments of data collection were a self-designed Chemistry Achievement Test (CAT) and a Chemistry Attitudes Questionnaire (CAQ). Data were analysed using Descriptive statistics, independent sample t-test and ANCOVA using pretest scores as covariates. The results of the study showed that inquiry-based teaching method improved students’ performance and attitudes towards Chemistry. Moreover, no gender interaction with inquiry-based learning was observed, male and female benefits equally from inquiry-based learning. The study recommend the use of inquiry-based teaching method to improve students’ performance and attitudes towards chemistry. It was also recommended that inquiry- based teaching method is not gender sensitive therefore both male and female students should be involved in inquiry-based learning activities to enhance their performance in Chemistry.