Instructors and Students’ Practices and Behaviours during a Quantum Physics class at the University of Rwanda: Exploring the Usage of Multimedia

Pascasie Nyirahabimana, Evariste Minani, Mathias Nduwingoma, Imelda Kemeza

Abstract


This study was aimed at exploring the usage of multimedia during a quantum physics class. Five instructors and 385 undergraduate students at the University of Rwanda, College of Education (UR-CE) were observed and surveyed. Thus, the study employed experimental and survey designs. A standardized classroom observation protocol for undergraduate STEM (COPUS) and a validated online survey were used. Classroom observation data were analysed quantitatively using an M.S. Excel spreadsheet, and interpreted descriptively. Likewise, survey data were analysed qualitatively using a note-pencil, and interpreted narratively. The class in which a multimedia method was used, showed more active learning compared to one in which lecturing was used. The findings indicated that instructors (lecturers) were guiding students, and the students were working in the multimedia class. In the lectured class, instructors were found presenting the content to students and students received information passively. Instructors identified the mathematical background as the trigger to students’ negative attitude towards learning quantum physics when they were encouraged to learn through animations, PhET simulations, and YouTube videos. The study recommends the use of multimedia technologies in teaching quantum physics-related concepts.

https://doi.org/10.26803/ijlter.21.9.18


Keywords


Classroom practices, multimedia tools, quantum physics, students and instructor perceptions, University students

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References


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