ArticleData in brief2024
Examining the utilization of web-based discussion tools in teaching organic chemistry: A dataset collected from secondary schools of Gasabo and Kamonyi districts in Rwanda.
Article in Data in brief, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
Funding
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Abstract
In recent years, teaching and learning organic chemistry have been troubled by limited engagement, and active participation among learners. As a result, there has been a growing need to develop innovative teaching methods that can address these educational challenges. Web-based discussion tools have emerged as a promising means of promoting engagement and critical thinking skills among learners. Web-based discussion tools are platforms or apps that help communication and collaboration among users over the internet. These tools allow individuals or groups to engage in conversations, share information, and exchange ideas in a digital learning environment. Therefore, this dataset delves into the current usage of web-based discussion in teaching and learning organic chemistry in Gasabo and Kamonyi districts secondary schools. The study's objectives encompass evaluating usage levels of web-based discussion tools, comparing levels of usage, identifying integration possibilities, and informing policymakers and researchers for future practices. The dataset consists of data from 133 secondary school chemistry teachers obtained through an online survey. The survey gathered information on the current usage, teachers' perceptions and skills of using web-based discussion tools in teaching organic chemistry. The data were categorized into seven sheets. The dataset allows for in-depth exploration across various demographic variables, including gender, location, school ownership, working experience, and age. The data are raw, filtered, analyzed and are available freely to explore and reuse. Researchers in related fields can use this dataset to measure the existing use of web-based discussion in teaching and learning organic chemistry, identify gaps, and foresee potential solutions to the difficulties associated with the use of this approach in Rwandan secondary schools. Moreover, the presented data can aid teachers, policymakers, and curriculum designers in developing effective strategies for integrating web-based discussion into organic chemistry instruction.
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