Classroom observation data collected to document the implementation of physics competence-based curriculum in Rwanda

Kizito Ndihokubwayo; Jean Uwamahoro; Irénée Ndayambaje

doi:10.1016/j.dib.2021.107055

Classroom observation data collected to document the implementation of physics competence-based curriculum in Rwanda

Data Brief. 2021 Apr 20:36:107055. doi: 10.1016/j.dib.2021.107055. eCollection 2021 Jun.

Authors

Kizito Ndihokubwayo¹, Jean Uwamahoro¹, Irénée Ndayambaje¹

Affiliation

¹ African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, P.O Box 55 Rwamagana, Rwanda.

Abstract

Classroom observation has played a role in documenting classroom practices to improve teaching and learning outcomes. This dataset allows teachers, researchers, and educational policymakers to reanalyze it depending on the interest variables and understand Rwanda's current physics education. The data was collected among qualified teachers from selected schools in Kigali city and rural eastern province in Rwanda. Classroom observation data were collected using the Reformed Teaching Observation Protocol (RTOP) and Classroom Observation Protocol for Undergraduate STEM (COPUS). This data article describes the collected data, research design undertaken, and methods used to collect and analyze them." The data collected are valid and reliable due to standard instruments used and consistent agreement between classroom observers. A step-by-step procedure on collecting and analyzing COPUS data and checking interobserver reliability has been detailed and informed in supplementary materials.

Keywords: COPUS; Classroom observation data; Learning and teaching physics; RTOP; Rwanda.