Pedagogical Research

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• Adeyinka, T., & Ojeifo, S. O. (2019). Teachers’ utilization of e-learning systems in developing countries: A case study of Nigeria. Education and Information Technologies, 24(4), 2467-2487.
• Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
• Anderson, T., & Tracey, M. (2019). Digital divide and e-learning: A case study of a rural public school. Journal of Research on Technology in Education, 5(3), 243-258.
• Archer, J. (2010). The role of lesson plans in effective teaching. Journal of Education and Learning, 7(1), 99-110.
• Cypress, B. S. (2017). Rigor or reliability and validity in qualitative research: Perspectives, strategies, reconceptualization, and recommendations. Dimensions of Critical Care Nursing, 36(4), 253-263. https://doi.org/10.1097/DCC.0000000000000253
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2020). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 43(3), 253-271.
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• Hattie, J. (2017). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
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• MINEDUC. (2019). Curriculum framework for general education in Rwanda. Kigali Press.
• Mishra, P., & Koehler, M. J. (2019). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Ndayambaje, I., & Mugiraneza, D. (2019). The role of information and communication technology in the Rwandan education system. International Journal of Advanced Research in Computer Science, 10(1), 23-31.
• Niyibizi, O., & Mutarutinya, V. (2023). Teachers’ perceptions and use of ICT facilities in teaching mathematics: A case of selected secondary schools in Gasabo District, Rwanda. East African Journal of Educationand Social Sciences, 4(5), 109-113.
• Niyibizi, O., Uwitatse, M. C., Sibomana, J., & Mutarutinya, V. (2023). The perception of students on the use of ICT tools to learn mathematics in Gasabo selected public secondary schools. Journal of Research Innovation and Implications in Education, 7(3), 383-387. https://doi.org/10.59765/fea393i5.
• Nzayisenga, D., Niyibizi, O., & Uworwabayeho, A. (2023). Teachers’ perception on technology use in teaching mathematics in Rwandan day secondary schools. Journal of Research Innovation and Implications in Education, 7(4), 508-519.
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• Warschauer, M. (2019). Technology and social inclusion: Rethinking the digital divide. MIT Press.
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APA

Niyibizi, O. (2024). Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda. Pedagogical Research, 9(2), em0196. https://doi.org/10.29333/pr/14277

Vancouver

Niyibizi O. Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda. PEDAGOGICAL RES. 2024;9(2):em0196. https://doi.org/10.29333/pr/14277

AMA

Niyibizi O. Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda. PEDAGOGICAL RES. 2024;9(2), em0196. https://doi.org/10.29333/pr/14277

Chicago

Niyibizi, Onesme. "Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda". Pedagogical Research 2024 9 no. 2 (2024): em0196. https://doi.org/10.29333/pr/14277

Harvard

Niyibizi, O. (2024). Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda. Pedagogical Research, 9(2), em0196. https://doi.org/10.29333/pr/14277

MLA

Niyibizi, Onesme "Exploring the implementation of soft pedagogical documents in public secondary schools: A case study in Nyamasheke District, Rwanda". Pedagogical Research, vol. 9, no. 2, 2024, em0196. https://doi.org/10.29333/pr/14277