This document summarizes a study on the impact of teaching approaches on physics learning in Rwandan secondary schools. The study found that traditional teacher-centered approaches are commonly used but do not promote active learning. Students had difficulties with physics concepts and problem-solving. The study evaluated students' understanding of mechanics concepts and investigated current teaching methods. It was found that alternative, more active approaches could improve conceptual understanding and problem-solving compared to traditional lecturing. The study proposes alternative teaching practices to improve physics education quality in Rwanda.

The Impact of Teaching Approaches On Effective Physics Learning: An Investigation Conducted in Five Secondary Schools in Rusizi District, Rwanda PDF

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