Influence of Quality of Recorded Lessons on Teaching Practices among Public Lower Day Secondary Schools Teachers in Gasabo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n11.002Keywords:
Quality of Recorded Lessons, Teaching PracticesAbstract
The study aimed to examine the influence of quality of recorded lessons on teaching practices among public lower day secondary school teachers in Gasabo District, Rwanda. Descriptive survey was conducted among 233 teachers experienced in using recorded lessons and 17 headteachers from 17 public lower day secondary schools. Data were collected through questionnaires for teachers and interviews for headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Data were analyzed using means, percentages, standard deviations and regression analysis. Regression analysis revealed 67% of variation in teaching practices adopted by teachers who use recorded lessons can be explained by the quality of recorded lessons in REB-e Learning channel, suggesting that the quality of recorded lessons has a strong influence on teaching practices. The study recommends that educational authorities continue to avail recorded lessons for teachers and expand the quality of REB e- Learning channel to further enrich teaching practices. The study also suggested that MINEDUC through REB should also provide modalities for teachers to record their own lessons which would offer them an opportunity to reflect on their own practice. The study suggests that a comparative study should be conducted between schools that actively integrate recorded lessons and those that do not, to provide valuable insights into the tangible impact on teaching practices and students' performance and engagement.
Downloads
References
Adebayo, A., & Adeyemi, M. (2018). Digital materials in education: Enhancing instructional practices and learning outcomes. Academic Press, London.
Anderson, T., & Dron, J. (2017). Theories and practices of online learning. Athabasca University Press, Athabasca, Canada.
Baecher, L. (2014). The role of illustrations in effective teaching. Pearson Education, New York, NY.
Brown, A., & Green, T. (2018). The new role of technology in teaching and learning. Wiley, Hoboken, NJ.
Dube, R., & Scott, L. (2020). Contextualizing language use in educational technology. Springer, Berlin, Germany.
Ertmer, P. A., et al. (2017). Teacher professional development in technology-enhanced learning environments. Springer, Dordrecht, Netherlands.
Gaudin, C., & Chaliès, S. (2017). Improving teaching through digital resources. Routledge, London.
Garcia, S., & Martinez, A. (2020). Inclusive teaching strategies for diverse learners. SAGE Publications, Thousand Oaks, CA.
Hammond, D., et al. (2017). Enhancing teaching and learning with multimedia. Routledge, London.
Hennessy, S., et al. (2020). Technology in teaching and learning: Enhancing learning outcomes with digital tools. Elsevier, Amsterdam.
Jonassen, D. (2016). Constructivist learning environments: Principles and practices. Pearson Education, New York, NY.
Jones, A., & Lee, J. (2021). Lesson recording systems and their impact on teaching practices. Cambridge University Press, Cambridge, UK.
Kim, C., & Reeves, T. (2019). Fostering reflective teaching practices with technology. Springer, Singapore.
Li, X., et al. (2019). Best practices for visual learning in digital classrooms. Springer, Berlin, Germany.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass, San Francisco, CA.
Miller, D., & Davis, J. (2021). Differentiated instruction for diverse learners. Corwin Press, Thousand Oaks, CA.
Rich, P., & Hannafin, M. (2018). Teacher development through reflective practice and technology. Routledge, London.
Smith, J., Johnson, M., Davis, L., & Martin, K. (2020). Exploring the impact of lesson recording systems in education. Springer, Cham, Switzerland.
Thompson, G., et al. (2018). Pedagogical strategies for modern classrooms: Technology integration for diverse learners. Routledge, London.
Tripp, T., & Rich, P. (2017). The use of technology in reflective teaching practices. Springer, Berlin, Germany.
UNESCO (2020). Global education monitoring report 2020: Inclusion and education. UNESCO Publishing, Paris, France.
Zeichner, K., & Liston, D. (2014). Reflective teaching: An introduction. Routledge, New York, NY.
