Abstract: Strengthening of Mathematics and Science in Education (SMASE) is an In-service Education and Training (INSET) that was initiated to address the perennial poor performance in mathematics and sciences. The INSET aimed at transforming classroom interactions from teacher-centred to learner-centered so as to improve learner academic achievement that had been poor. The present study therefore sought to establish whether the SMASE-trained biology teachers practice the tenets of SMASE. The study was guided by two objectives: To find out the teaching methodologies used by SMASE-trained biology teachers and to determine whether the biology trained biology teachers’ lessons have a bias on biology process or content. The study was conducted in Emuhaya Sub-county in Vihiga County. The respondents included all the SMASE-trained biology teachers in the sub county. The data collection instruments included: Biology Teachers Questionnaire (BTQ), Interview Schedule and Biology Teachers Observation Schedule (BTOS). Data was analysed by use of descriptive statistics and content analysis. It was found that biology lessons were biased towards content with the common methods used during SMASE training and during biology classroom instruction are lecture, question answer, discussion and demonstration. The conclusion made is that there is minimum use of learner-centred teaching methodologies both during training and during classroom biology instruction. It is recommended that the INSET organisers should be pragmatic by practicing the learner-centered methodologies during training so as to enhance teacher-trainee emulation. The findings of this study will inform the SMASE organisers on the adoption of appropriate training approaches.

Abstract: This paper reports the findings of the perceptions and barriers of blended learning in the instruction of mathematics from the standpoint of lecturers and students at the University of Rwanda selected colleges during the Covid-19 shutdown. The paper is a comparative study done with twelve lecturers and seventeen undergraduate students selected from the College of Education (CE), and College of Science and Technology (CST) at level three (the third year of 2021), who were chosen using a simple random sampling method. Data was collected through a survey questionnaire that asked lecturers and students about their perceptions and problems of using a blended approach in mathematics instruction. To ensure the scientific validity of the study, SPSS edition 23 was used to examine the tool for coherence, and it produced a reliability coefficient of 0.717. The results were also analyzed using SPSS-23. Lack of access and an inconsistent internet connection was cited by students as barriers to using blended learning in mathematics instruction. The findings show that lecturers’ and students’ perceptions on the usage of blended learning are strikingly comparable. This research should be viewed as a realistic approach to the universities’ willingness to implement blended learning methods in terms of curricula and instructional methodologies for mathematics instruction.