Abstract: The abstract and microscopic character of some physics concepts, make it difficult for pupils to acquire them conceptually. The current study sought to determine how engineering students’ conceptual grasp of electromagnetism was affected by learning through real-life application-based classroom activities. Seventy-three (73) students successfully completed the study at IPRC Huye, with 35 in the experimental group and 38 in the control group. In experimental group, the teaching intervention used real-world applications, whereas the control got conventional instruction. Two physics teachers gave lectures on magnetostatics, current electricity, electrostatics, and electromagnetic induction. The conceptual assessment of electricity and magnetism. Independent sample t-test and normalized learning gain were all used in the analysis. Mean mark in pre-test for both control and experimental group are 31.5 and 33.5 respectively and significant value p=0.679 which meant that there was no significant different in conceptual understanding between the groups before the treatment. The mean mark after treatment was found to be 52.44 and 68.5 respectively and significant value p= 0.00 which indicated that there was a significant different in conceptual understanding of electromagnetism between control and experimental group after intervention. Despite being both categorized as being in the medium category, the major findings showed that students in the experimental group increased their conceptual knowledge of electromagnetism more than those in the control group (𝑔𝑎𝑣 = 0.520 > 𝑔𝑎𝑣 = 0.31).The findings of this study concluded that hands-on exercises that linked ideas of electricity and magnetism were noted as the most interesting by students and physics teachers.

Abstract: The main goal of Rwanda’s education is to foster intellectual growth, meet social needs, advance the nation’s economy, and prepare learners for professional jobs. The current study assesses the impact of student attitude on their engagement and performance in physics at lower secondary schools in the Rwamagana district. The study adopted a qualitative design. To achieve the objectives of the study, purposive sampling method was used to select the participants and schools. 4 schools and 245 participants were selected purposively. Based on independent and dependent variables incorporated, a closed or fixed response interview was designed and administered to the senior three students, physics teachers, and DOSs for data collection. A computer software SPSS version 20 was used to analyse the data collected. The frequencies and percentages tables were obtained. The findings indicate that the students need to work hard, make efforts, and do extra activities toward physics. The majority of the students are interested and motivated to learn physics, and it shows that the students who attend class regularly and engage in teaching and learning activities toward the subjects will lead the creation of a positive attitude in the students toward the subjects. The current study suggests that the teachers and other stakeholders in education must control the attitude formation toward the subject early by using the teaching methods and teaching strategies for enhancing and controlling student interest, motivation, and eagerness. Should also discuss the importance of physics subject by linking them to real-world applications, real-world solving problems, and career applications.

Abstract: Teachers are the key actors in guaranteeing effective teaching and learning processes. The data from the national examinations have shown that students ‘performance in Chemistry has been generally poor and this has been observed in five selected schools that have a science combination where chemistry is a major subject in the Nyagatare district. The purpose of this study was to determine how chemistry teacher commitment influences student performance in chemistry in selected public secondary schools in Nyagatare District. Descriptive survey research design was used. Data were collected using questionnaires, focus group discussions, lesson observation forms, and interviews. The study targeted 21 teachers, 5 Heads of the school and 142 students. Yamane formula was applied to determine the sample size of the students and the selection of teachers and headteachers was done using purposive sampling. We analyzed the information by using an excel sheet and findings were reported using frequency tables and percentages to enable easy interpretation. Qualitative data were analyzed thematically and reported in narrative form. The findings of this study indicate that teacher’s commitment leads to good student performance and the more a teacher is committed and engaged the more students learn from him /her new knowledge. A good teacher should be committed in order to achieve the intended objective. This will produce a good performance in his /her respective lesson. The study recommends that stakeholders get involved in working on strategies to motivate the teacher, including organizing workshops and seminars where teachers can appraise their knowledge and skills.