Best Paper Award
Celestin Ngendabanga, affiliated with the University of Rwanda, is recognized in this academic profile for the 2026 research article Empowering Chemistry Teachers with Improvised Materials: A Training Approach for Enhancing Students’ Outcomes, published in the Canadian Journal of Science, Mathematics and Technology Education. The study addresses chemistry teacher development, practical learning, and the use of locally available materials in resource-constrained educational settings. Available publication records identify Ngendabanga as an author of the article together with Jean Baptiste Nkurunziza and Leon Rugema Mugabo. [1]
| Celestin Ngendabanga, |
| Affiliation |
University of Rwanda |
| Country |
Rwanda |
| Award Category |
Best Paper Award |
| Article Title |
Empowering Chemistry Teachers with Improvised Materials: A Training Approach for Enhancing Students’ Outcomes |
| Journal |
Canadian Journal of Science, Mathematics and Technology Education |
| Publication Year |
2026 |
| Scopus ID |
59550134900 |
| ORCID |
0000-0002-1813-554X |
| Documents |
3 |
| Citations |
4 |
| h-index |
2 |
| Research Area |
Chemistry Education |
| References |
34 |
| Event |
International Chemical Scientist Awards |
| DOI |
10.1007/s42330-026-00447-8 |
Celestin Ngendabanga is a chemistry education researcher associated with the University of
Rwanda and the African Center of Excellence for Innovative Teaching and Learning Mathematics and Science. His documented research activities include investigations of chemistry teaching practices, practical learning, improvised chemicals and materials, and teacher development in Rwandan educational contexts. His ORCID record lists the University of Rwanda among his professional and educational affiliations and records the 2026 article featured in this recognition profile. [2]
Abstract
The recognized 2026 study examines whether training chemistry teachers to use improvised materials can improve learning outcomes in lower secondary chemistry. The research responds to limited laboratory resources in Rwandan schools and considers locally accessible alternatives for practical instruction. The study adopted an action research approach involving eight chemistry teachers from eight schools. Teachers received training over five sessions conducted across consecutive weekends and subsequently implemented improvised-material activities for six months. Data were gathered through interviews, classroom observations, and document analysis. Reported outcomes included improvements in learner engagement, comprehension, motivation, and hands-on skills, alongside increased teacher confidence and creativity. [1]
Keywords
Chemistry education; improvised materials; chemistry teachers; teacher professional development; practical chemistry; science education; hands-on learning; learner outcomes; teacher training; laboratory resources; Rwanda; chemistry teaching; STEM education; educational innovation; resource-constrained schools.
Introduction
Practical activities are an important component of chemistry education because they provide opportunities for learners to connect theoretical concepts with observable phenomena and develop scientific process skills. In resource-constrained settings, however, shortages of laboratory chemicals, equipment, and other materials can restrict practical instruction. Research conducted in Rwanda has documented the use of locally available substances and improvised materials as alternatives to standard laboratory resources. Ngendabanga and colleagues have further examined teacher practices and the educational potential of improvised chemistry resources, placing teacher preparation at the center of sustainable implementation. [2]
Research Profile
Ngendabanga’s documented research profile is centered on chemistry education and science teaching in Rwanda. His work includes empirical studies of chemistry teachers, practical activities, improvised chemicals, teacher preparation, and learner engagement. A 2025 study examined teaching practices in two Rwandan districts and reported that shortages of laboratory resources contributed to reliance on theoretical instruction, while teachers sometimes used materials such as ash, lemon, and eggshells to support practical learning. His 2025 systematic review likewise examined evidence concerning improvised chemicals, motivation, performance, and practical learning. [3]
Scientific Background
Chemistry learning involves movement between macroscopic observations, submicroscopic explanations, and symbolic representations. Practical work can help learners relate these levels by providing direct experiences that can be interpreted using chemical concepts. Studies of chemistry education have also emphasized the role of practical activities in engagement and academic performance. In contexts where conventional laboratory resources are unavailable, improvised materials can provide an alternative pathway, provided that their selection, preparation, safety, and pedagogical purpose are carefully considered. The research area therefore intersects chemistry education, teacher professional development, practical science, resource accessibility, and context-responsive instructional design. [2]
Methodology
The featured study used an action research design to examine changes associated with teacher training and subsequent classroom implementation. Eight chemistry teachers from eight schools were purposefully selected for participation. The training consisted of five sessions, each lasting two days, conducted during five consecutive weekends. Following the training period, teachers implemented activities using improvised materials over six months. Researchers subsequently collected evidence through interviews, classroom observations, and document analysis. This design allowed the investigation to connect professional learning with classroom practice over an extended implementation period rather than evaluating training solely through immediate participant responses. [1]
Key Findings
The study reported that training teachers to use improvised resources was associated with improvements in several dimensions of students’ learning, including engagement, comprehension, motivation, and hands-on skills. Teachers also demonstrated increased confidence and creativity when conducting practical activities. These findings are consistent with the broader evidence synthesized by Ngendabanga, Nkurunziza, and Mugabo, which identified potential benefits of improvised chemicals for motivation, practical engagement, and academic performance. Earlier research on practical chemistry activities in Rwanda similarly reported positive relationships between hands-on activities, student engagement, experience, and academic performance. [1]
Research Contributions
The principal contribution of the study is its examination of teacher training as a mechanism for supporting the sustained classroom use of improvised chemistry materials. Rather than treating improvisation solely as a response to resource shortages, the research considers it within a professional-development framework. The work contributes empirical evidence from Rwanda concerning the relationship between teacher preparation, practical chemistry instruction, and learner outcomes. It also complements earlier research by the authors that identified resource limitations and recommended training teachers to use available materials effectively. The systematic review conducted by the same research group provides a broader evidence base for understanding the potential and limitations of improvised resources. [3]
Publications
The featured publication is:
- Ngendabanga, C., Nkurunziza, J. B., & Mugabo, L. R. (2026). Empowering Chemistry Teachers with Improvised Materials: A Training Approach for Enhancing Students’ Outcomes. Canadian Journal of Science, Mathematics and Technology Education, 26(2).
- Ngendabanga, C., Nkurunziza, J. B., & Mugabo, L. R. (2025). Innovative approaches in chemistry teaching: A systematic review on the use of improvised chemicals for student engagement and performance. Chemistry Education Research and Practice, 26, 566–577.
- Ngendabanga, C., Nkurunziza, J. B., & Mugabo, L. R. (2025). The use of improvised chemicals and materials in teaching and learning chemistry in two selected districts of Rwanda. Cogent Education, 12(1).
Research Impact
The research has relevance for chemistry education in environments where conventional laboratory resources are limited. Its emphasis on teacher preparation suggests that access to locally available materials alone may not be sufficient; educators also require knowledge of how materials can be safely and pedagogically integrated into lessons. The study therefore contributes to discussions about continuous professional development, practical science teaching, and equitable access to laboratory experiences. Related publications by the research group extend this contribution through empirical investigation and systematic synthesis, while earlier work on hands-on chemistry activities provides additional evidence concerning engagement and academic performance. [2]
Award Suitability
The paper is suitable for consideration under a Best Paper Award category because it addresses a clearly defined educational challenge and evaluates a practical intervention linking teacher professional development with chemistry learning outcomes. Its methodological design incorporates training, classroom implementation, and multiple forms of qualitative evidence. The study also has a defined geographical and educational context, allowing its conclusions to be interpreted in relation to resource-constrained secondary chemistry education. Award consideration should nevertheless remain based on the complete scholarly record, including methodological rigor, originality, significance, ethical procedures, publication quality, and independent assessment of the evidence rather than bibliometric indicators alone. [1]
Conclusion
Celestin Ngendabanga’s 2026 publication examines teacher training as a pathway for strengthening the use of improvised materials in chemistry education. The reported findings connect professional development with improved learner engagement, comprehension, motivation, and practical skills, while also documenting increased teacher confidence and creativity. The work builds on a developing body of research concerning practical chemistry teaching and locally available resources in Rwanda. Its significance lies in examining how context-responsive teacher preparation can support practical science learning where conventional laboratory resources are constrained. [3]
External Links
References
- Ngendabanga, C., Nkurunziza, J. B., & Mugabo, L. R. (2026). Empowering Chemistry Teachers with Improvised Materials: A Training Approach for Enhancing Students’ Outcomes. Canadian Journal of Science, Mathematics and Technology Education, 26(2).https://doi.org/10.1007/s42330-026-00447-8
- ORCID. (2026). Ngendabanga Celestin — ORCID record. ORCID iD: 0000-0002-1813-554X.https://orcid.org/0000-0002-1813-554X
- Ngendabanga, C., Nkurunziza, J. B., & Mugabo, L. R. (2025). The use of improvised chemicals and materials in teaching and learning chemistry in two selected districts of Rwanda. Cogent Education, 12(1)https://doi.org/10.1080/2331186X.2025.2461138