This study sought to investigate the impacts of effective use of library on the improvement of teaching and learning process of history in Rwandan secondary schools.
The research was guided by three specific objectives. The first was to evaluate the level of effective use of the library by G. SMURAMA students and teachers during the teaching and learning process. The second was to identify various challenges faced by G.S MURAMA teachers and students in the use of library while teaching and learning History subject. The third objective was to investigate how the use of library at GS MURAMA has impacts on the improvement of the teaching and learning process of History subject. The target population was the students, teachers and administration staff of GS Murama. The sample was 78 respondents sampled from was 354 students in secondary level, 12 teachers and 3 administrative staff of GS Murama. This sample was found by using the purposive sampling and stratified random sampling procedure. The data was collected by using, questionnaire, interviews, and critical observation. This study was a qualitative and quantitative research approaches. Therefore, the findings were discussed by using a descriptive manner and data was analyzed by using SPSS version 22 and advanced Microsoft excel.
The results show us regarding impact of effective use of library in improving teaching and learning process of History indicated to the respond related to situation of performance History after effective using library in teaching and learning process were 29.4% of respondents announced that facilitate the teacher to achieve teaching objectives, 25.6% of asserted it increases motivation and interest of learners, 20% announced that performance assignment and exercises were increased , while 17.9% proposed that it increase in research habits and reading culture and 6.4% marks of students increased in exams which resulted high performance rate. Among the strategies suggested as measures to encourage improve effective use of library during teaching and learning History were make read competition, make time table, motivate the readers and improve reading culture and research habit.
Table of Contents
CHAPTER 1: GENERAL INTRODUCTION
1.0. INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4 OBJECTIVES OF THE STUDY
1.5 RESEARCH QUESTIONS
1.6. SIGNIFICANCE OF THE STUDY
1.6.1. To the personal interest
1.6.2. To the Government
1.6.3. For further researches
1.6.6. To the school leaders
1.7. SCOPE OF THE STUDY
CHAPTER 2: LITERATURE REVIEW
2.0 INTRODUCTION
2.1.1 LIBRARY
2.1.2 Types of Libraries
2.1.2.6. Learning Process
2.2 EFFECTIVE USE OF LIBRARY IN TEACHING AND LEARNING PROCESS.
2.3.1 The Culture Of Reading In Rwandan Context
2.4 THE IMPACTS OF EFFECTIVE USING OF LIBRARY IN IMPROVING LEARNING AND TEACHING
2.5 EFFECTIVE USE OF LIBRARY IN IMPROVING LEARNING AND TEACHING PROCESS OF HISTORY.
2.6. THE CHALLENGES FACED BY EFFECTIVE USING OF LIBRARY IN TEACHING AND LEARNING PROCESS OF HISTORY
2.7. THE WAYS OF IMPROVING TEACHING AND LEARNING PROCESS IN HISTORY THROUGH USING OF LIBRARY.
2.8. THEORITICAL FRAMEWORK
2.8.1. Teaching from simple to complex approach
2.8.2. CONCEPTUAL FRAMEWORK
2.8.3. EMPRICAL FRAMEWORK
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.0 INTRODUCTION
3.1 RESEARCH APPROACHES.
3.2 RESEARCH DESIGN
3.3 TARGET POPULATION
3.3.SAMPLING PROCEDURES
3.4 SAMPLE SIZE
3.5 RESEARCH INSTRUMENTS FOR DATA COLLECTION
3.5.1 Questionnaire
3.5.2 Interview guides
3.5.3 Documentary sources
3.6 ETHICAL ISSUES.
3.7 DATA ANALYSIS
3.8 RELIABILITY AND VALIDITY MEASURES
3.8.1 Reliability
3.8.2 Validity
4.0. INTRODUCTION
4.1 DATA PRESENTATION AND ANALYSIS.
4.1.O. Demographic characteristics of students.
4.1.1. Identification of the teacher respondents.
4.2.1 To know if you have library
4.1.2. The level of students visit library.
4.2.2.The extent to which library is used by teachers of GS Murama when learning history.
4.2.4.The extent of collaboration of students, teachers and librarian uses library at GS MURAMA
4.2.3 Teachers responses on the challenges faced when use of library
4.3.2 Librarian and school administration’ responses on the challenges faced school library.
4.1.4. GS Murama Students’ of senior one performance in History without effective use of library in the lesson.
4.1.6. The class situation during learning History by the learners of GS MURAMA without effective use of library in learning
4.2.4 The situation of class of with poor effective use library in teaching History.
4.2.5 Ways of improve effective use of library in teaching process.
4.3.3 Things we do in order to improve students and teachers use library.
4.3.4 The impacts of school library in improving academic performance of History.
4.3 SUMMARY OF THE FINDINGS
CHAPTER FIVE: GENERAL CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
5.1. GENERAL CONCLUSION
5.2. RECOMMENDATIONS
5.2.1. Recommendation to the Ministry of Education
5.2.2. Recommendation to Schools Authorities
5.2.3. Recommendations to the teachers of History.
5.2.4. Recommendations to learners
5.2.5. Suggestions for further studies
Research Objectives and Themes
This study investigates the impacts of effectively utilizing library resources on the teaching and learning of History in Rwandan secondary schools, specifically at G.S. Murama, to identify challenges and propose enhancements for better student performance.
- The influence of library accessibility on research habits and academic performance.
- Challenges limiting the effective use of library resources by students and teachers.
- The relationship between library usage and pedagogical effectiveness in History.
- Collaborative strategies between librarians, students, and teachers to improve library relevance.
- Recommended institutional and policy-based strategies to foster a culture of reading.
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1.1 BACKGROUND OF THE STUDY
According to Ohene&Agyekum (1982) The Concise Oxford Dictionary defines a library as “a room or building containing books for reading or reference”. However, it is important to note that one can create a home library by designating a room in their house for books. The modern definition of a library is not limited to traditional book formats but can also include a collection of films, compact discs (CDs) or even a collection of audio books saved in a folder on an iphone or other smart phone or computer. Most libraries today also provide computer access to its patrons as well as free wireless connections.
According to Webster, (2014). Define a Library as a place where books, magazines, and other materials (such as videos and musical recordings) are available for people to use or borrow. It’s also a room in a person's house where books are kept (Mariam-Webster, 2014). However, Wikipedia (2014) referred to a library as an organized collection of sources of information and similar resources, made accessible to a defined community for reference or borrowing. Students around the world use library to facilitate learning and teaching process.
In the general encycolopedia Wikipedia(2014) library is something that a library has and can use to provide skills and knowledge to users. . Typically library are audio visual materials, internet based services ,books or other assets that are available to the library users for the purpose of their personal usage. Particularly from the research which was done by Wavell (2001) he suggest that librarians are the one who are responsible for providing library resources and the research process with teacher supporting students.
Summary of Chapters
CHAPTER 1: GENERAL INTRODUCTION: This chapter introduces the study's background, problem statement, research objectives, and the scope of the research on library usage in History education.
CHAPTER 2: LITERATURE REVIEW: This section examines existing theories, concepts, and empirical studies regarding the impact of libraries on teaching, learning, and academic performance.
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY: This chapter outlines the research approaches, target population, sampling procedures, and data collection instruments utilized to investigate G.S. Murama.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION: This chapter presents the findings derived from the collected questionnaires and interviews, analyzed through statistical software.
CHAPTER FIVE: GENERAL CONCLUSION AND RECOMMENDATIONS: This final chapter synthesizes the study's conclusions and provides actionable recommendations for the Ministry of Education, school authorities, and teachers.
Keywords
Educational technology, History teaching, Information literacy, Learning outcomes, Library management, Library resources, Pedagogical methods, Reading culture, Research habits, Rwanda secondary schools, School curriculum, Student achievement, Teaching materials, User satisfaction.
Frequently Asked Questions
What is the primary focus of this research?
The research examines how the effective use of library resources impacts the teaching and learning of History in Rwandan secondary schools, using G.S. Murama as a case study.
What are the central themes discussed in the work?
Key themes include the role of libraries in fostering a reading culture, the challenges hindering effective library utilization, and the correlation between library access and academic performance in History.
What is the core objective of the study?
The core objective is to evaluate current library usage, identify the specific challenges faced by students and teachers, and investigate if a more effective use of resources improves learning outcomes.
Which scientific methods are applied?
The study employs a mixed-methods approach (qualitative and quantitative), using surveys, interviews, and direct student performance observations to collect and interpret data.
What does the main body of the work cover?
The main body covers the literature review of educational theories, research methodology, the presentation and statistical analysis of data from G.S. Murama, and a discussion of findings.
How can one define the key terms of this study?
The study characterizes it through terms such as "effective library use," "History education," "research habits," and "academic performance."
How did the performance in History change with library use at G.S. Murama?
Data showed that students taught with effective use of library resources demonstrated higher engagement and better results compared to those taught through passive methods without library access.
What do the authors recommend for the Ministry of Education?
The authors suggest the establishment of a dedicated school library department to oversee management, standards, and funding for libraries across the country.
- Arbeit zitieren
- Anonym (Autor:in), 2024, The impacts of effective use of libraries on the improvement of teaching and learning process of history in rwandan secondary schools, München, GRIN Verlag, https://www.grin.com/document/1452870
