Evidence map›Paper›PMID 36105463›Full record

ArticleHeliyon2022

Rwandan secondary school students' attitudes in learning chemistry: explored with task-based instruction.

Jeannette Musengimana, Edwige Kampire, Philothère Ntawiha

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
1.9field-weighted citation impact, top 14% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 8 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors at 1 institution in 1 country.

Jeannette MusengimanaAfrican Center of Excellence for Innovative Teaching and Learning of Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda.
Edwige KampireSchool of Education, University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda.
Philothère NtawihaSchool of Education, University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda.
University of Rwanda · RW

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study intended to explore the contribution of Task-Based Learning (TBL) to raising students' attitudes toward learning chemistry. The study employed a quasi-experimental research design with 369 secondary school grade-2 students in Rwanda. The study randomly assigned students to two groups of differentiated instruction. Thus, the experimental group was exposed to the TBL method, while a control group was taught the teacher-centered method. An internationally standardized Chemistry attitude questionnaire of 0.831 Cronbach alpha reliability coefficient was used before and after teaching and learning activity. The Kruskal Wallis test was computed in SPSS 23.0 to measure the effect of TBLin raising positive attitudes among students in the experimental group compared to the control group. The attitude gain was measured from pre-test to post-test in attitude variables. This study showed a statistically significant difference between the control group and the experimental group (ꭓ

Indexed as

ChemistryRwandan schoolsStudents' attitudeTask-based learning

Identifiers

PMID36105463
PMCPMC9465429
OpenAlexW4294483950

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.