Onesme Niyibizi

Classroom Observation of Mathematics Teachers’ Use of Instructional Materials in Teaching Geometry in Selected Technical Secondary Schools in Muhanga District, Rwanda

This paper reports the classroom-observation component of a broader qualitative study of how mathematics teachers use instructional materials to teach and learn geometry in selected Technical Secondary Schools (TSS) in Muhanga District, Rwanda. While teachers' accounts of practice are useful, self-reports can overstate...

Rwandan Secondary-School Students’ Perceptions and Experiences of AI-Generated Visual Instructional Materials in Geometry

This qualitative case study explored how Senior Five (S5) students in one Rwandan secondary school perceived and experienced AI-generated visual instructional materials used within teacher-led geometry lessons. Two objectives guided the study: to explore students’ perceptions of the materials, and to explore how studen...

Exploring Lecturers' Experiences with Artificial Intelligence Integration in Lecturing: A Case Study of a Private Higher Education Institution in Rwanda

It is revealed that lecturers perceive AI as valuable for personalizing feedback, saving preparation time, and enhancing student engagement, although their experiences were mixed and largely shaped by trial-and-error learning rather than formal guidance.

Embodied Reality of Learning: Students' Experiences with Multimodal Artifacts in Abstract Concepts

Embodied Reality of Learning: Student’ Experiences with Multimodal Artifacts in Abstract Concepts

The phenomenological study thus explored the lived experiences of students at one private Higher Education Institution in Rwanda regarding the integration of multimodal and material artifacts during the acquisition of complex, abstract concepts. Grounded in the theoretical groundwork of embodied cognition, which posits...