Etienne Twizeyimana
Biographic Data
| ID | 10155369 |
|---|---|
| NAME | Etienne Twizeyimana |
| GIVEN NAMES | Etienne |
| FAMILY NAME | Twizeyimana |
| SIGNATURE | TWIZEYIMANA E |
| AFFILIATIONS | Mount Kenya University |
| ORCID | 0000-0003-3259-3480 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Problem-solving confidence, approach-avoidance style, and personal control among physical education undergraduates in Rwanda
Background/aim Problem-solving confidence (PSC), approach–avoidance style (AAS), and personal control (PC) are recognized as key correlates of physical activity promotion and achievement in physical education. However, the extent to which these constructs differ by gender, perceived instructional support, and year of study among undergraduate students in resource-constrained African higher education settings remains insufficiently investigated. T…
Teaching and learning science as inquiry
For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically si…
No prominent works on this page.
Teaching and learning science as inquiry
For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically si…
Problem-solving confidence, approach-avoidance style, and personal control among physical education undergraduates in Rwanda
Background/aim Problem-solving confidence (PSC), approach–avoidance style (AAS), and personal control (PC) are recognized as key correlates of physical activity promotion and achievement in physical education. However, the extent to which these constructs differ by gender, perceived instructional support, and year of study among undergraduate students in resource-constrained African higher education settings remains insufficiently investigated. T…
gender differences (1 work) · gender stigma (1 work) · Innovative Teaching Methods (1 work) · Mathematics education (1 work) · Motivation and Self-Concept in Sports (1 work) · Pedagogy (1 work) · personal control (1 work) · physical activity promotion (1 work) · Physical Education and Pedagogy (1 work) · physical education undergraduates (1 work)