ORIGINAL RESEARCH article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1623269
Lesson Observation Tool for Project-based Learning (LOTPBL): A Useful Tool for Learner-Centered Pedagogy Enhancement
Provisionally accepted
- African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, Kayonza, Rwanda
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This study is a product of a validated and reliable Lesson Observation Tool for Project-based Learning (LOTPBL), designed to fill the gap in monitoring and assessing the implementation of a competence-based curriculum within a project-based learning (PjBL) framework in Rwanda. The LOTPBL was developed and used to provide insights into the extent to which teachers apply a learner-centered approach through project-based learning (PjBL) to enhance active and meaningful learning. The tool was piloted to check for its construct. The tool was checked for reliability. The calculated Kappa coefficient was 0.8, indicating that the tool is suitable for use. The tool was used while observing one teacher during 60 lessons (30 lessons before and 30 after the intervention). An improvement was found in the teacher employing key observations of PjBL during instructions (p-value= 0.0096; p < 0.05). An improvement was also found in PjBL lesson delivery (p-value = 0.0000; p< 0.05). The LOTPBL holds significant potential for supporting the global shift toward competency-based and active learning methodologies through project-based learning.
Keywords: Competence-based curriculum, Learner-centered approach, Mathematics, LOTPBL, project-based learning
Received: 06 May 2025; Accepted: 19 Aug 2025.
Copyright: © 2025 Ukobizaba, Maniraho and Uworwabayeho. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Fidele Ukobizaba, African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, Kayonza, Rwanda
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