Field Data

Published: 25 June 2024| Version 1 | DOI: 10.17632/8tcn3bzfw8.1
Batamuliza Jane


The collected data highlights teachers’ acceptance of integrating computer simulations into chemistry instructions. While there are notable benefits in terms of students’ participation, engagement, and conceptual understanding, addressing technical challenges and providing ongoing professional training is highly recommended for sustainable and effective use of educational technology such as computer simulations.


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Data were collected through comprehensive face-to-face interviews, group discussions, classroom observation, and professional development workshops involving lower secondary school chemistry teachers. To ensure accuracy and reliability, we employed a convergent design to compare the collected data. In addition, the researcher also employs cross-verification and triangulation to ensure the consistency and reliability of the findings. This was involved scrutinization of data from all used data sources to verify findings and enhance the study’s validity. In light of these views, attention was paid to identifying areas of agreement and disagreement among participants to provide valuable insights into the complexity of participants’ perspectives and experiences and guide future research endeavors. Finally, the study results were validated with participants by returning interview transcripts and interpretations to participants for validation, following Maxwell’s recommendation (2016). Doing this, was to ensure that the interpretation accurately reflected the participants’ perspectives and experiences, hence improving the overall reliability of the study findings.


University of Rwanda College of Education




World Bank Group