Effect of smart classroom on learners’ performance in organic chemistry: A case study of senior five students in Kicukiro district- Rwanda
1 Academic at the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda- College of Education, Rukara Campus, Kayonza, Rwanda.
2 Information and communication Technology, Integrated Polytechinic Regional College (IPRC) of Karongi.
3 University of Rwanda College of Education (UR-CE), Department of Mathematics, Science and Physical Education, Kayonza, Rwanda. P.O Box: 55 Rwamagana.
Case Study
GSC Biological and Pharmaceutical Sciences, 2021, 16(02), 204–211.
Article DOI: 10.30574/gscbps.2021.16.2.0251
Publication history:
Received on 20 July 2021; revised on 16 August 2021; accepted on 21 August 2021
Abstract:
The present study was conducted to explore the effect of smart classroom on learners’ performance in chemistry. This study was carried out on 71 senior five students selected randomly. After collecting data, t-test and linear regression analysis were used to analyze the data. Based on the research findings, it has been discovered that smart classroom motivated learners in teaching and learning organic chemistry. The results showed a significance difference between leaners taught through smart classroom and those not taught through smart classroom. These results also demonstrated that there is a positive effect of smart classroom on learners’ performance in chemistry. This indicated that an effort should be put in increasing adequate smart classrooms across the country to improve the teaching and learning process. Furthermore, other researchers should emphasize on the effect of smart classroom on other units in chemistry. In addition, educational stakeholders should emphasis on the use of smart classroom in instructional activities in education.
Keywords:
Performance; Technology; Competency; Organic chemistry
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Copyright © 2021 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
