Dataset related to the effect of resource-based instruction on Rwandan pre-service biology teachers' academic achievement, attitude, and motivation

Josiane Mukagihana; Florien Nsanganwimana; Catherine M Aurah

doi:10.1016/j.dib.2022.107939

Dataset related to the effect of resource-based instruction on Rwandan pre-service biology teachers' academic achievement, attitude, and motivation

Data Brief. 2022 Feb 9:41:107939. doi: 10.1016/j.dib.2022.107939. eCollection 2022 Apr.

Authors

Josiane Mukagihana¹, Florien Nsanganwimana², Catherine M Aurah³

Affiliations

¹ African Centre 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.
² University of Rwanda College of Education (URCE), Rwanda.
³ Masinde Muliro University of Science and Technology, Kenya.

Abstract

This dataset belongs to a large doctoral research project in Biology education conducted under the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE). The data were collected from students undertaking biology education as their future teaching career [here referred to as pre-service biology teachers]. The data were collected from two higher learning institutions in Rwanda. This data article describes how we collected data and designed the study. We used valid and reliable research instruments to collect data. Thus, this dataset informs university lecturers, education policymakers of the status of academic achievement, attitude, and motivation towards learning biology using resource-based instructions such as animations and small laboratory groups. It allows researchers to reanalyze it, depending on the interest variables.

Keywords: Animation instruction; Lecture method; Pre-and post-test design; Pre-service biology teachers; Resource-based instruction; Rwanda; Small laboratory activities; Time-series design.