In this research, the teaching styles of one biology teacher in each of three high schools in Rwanda are investigated. The purpose of the research is to find out how the adopted biology teaching styles impact on the teacher-student interaction and on the student‟s learning of biology in Kigali City in Rwanda. This research is descriptive and it is conducted in the qualitative research paradigm. The research approach used is a case study in three state and subsidised high schools. The research methods included interviews with six students and three teachers, classroom observations of three biology lessons per teacher and field-notes. The Rwandan education system has introduced a new approach to teaching i.e. the learner-centred pedagogy through an associative teaching style. In high schools, this new approach was first implemented in the school year 2011 but this implementation has been constrained by the scarcity of resources. Furthermore, some biology teachers, at the start of 2011, were not yet informed by educational authorities about the implementation of the learner-centred pedagogy. Thus, this research shows that some biology teachers are still using the teacher-centred approach; this is the case for Mr. Odumbe, whose teaching style is dominated by the transmissive approach, or the case of Mr. Kaggwa, whose view is that the educational authorities encourage the transmissive method of teaching. Even though the learner-centred pedagogy is encouraged because it fosters lasting knowledge and easy application of knowledge acquired in everyday life, the group work approach to teaching has been poorly managed and did not achieve desired results where it was used during this research. The participating biology students and teachers see the learner-centred pedagogy as slowing down the progression of teaching the content matter while the national examination covers the whole curriculum content. Therefore, although teachers were using different teaching approaches, once they are asked which approach they can choose to use, both students and teachers prefer to continue to use the teacher-centred approach in order to meet the content outcomes required in the national examination. Another result was that all participating students found their teachers supportive and nurturing and research is encouraged by all teachers regardless of their dominating teaching styles.

The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)