Enhancing Conceptual Understanding of Mathematics among Rwandan Pre-Service Teachers through Hands-On Activities

Abstract

This quantitative study investigated the effect of structured hands-on mathematics laboratory activities on the conceptual understanding of first-year pre-service teachers at a private higher learning institution in Rwanda and examined whether the frequency of laboratory participation predicted achievement gains. Grounded in Piagetian and Vygotskian constructivist learning theory, the study addressed two research questions: how participation in hands-on laboratory activities influences conceptual understanding relative to traditional instruction, and the extent to which participation frequency predicts improvement in conceptual understanding. A quasi-experimental, non-equivalent control group pre-test–post-test design was adopted with 78 first-year pre-service teachers (37 females, 41 males) assigned to two intact groups of 39: an experimental group that engaged in an eight-week programme of structured, guided hands-on laboratory activities using manipulatives and digital tools, and a control group that received traditional lecture-based instruction covering identical content over the same total contact time. Data were collected using a researcher-developed Conceptual Understanding Test, a Laboratory Engagement Log Sheet, and a Background Questionnaire, all validated through expert review (content validity index above 0.80) and pilot testing, with Cronbach’s alpha coefficients ranging from 0.82 to 0.88. Paired-sample t-tests, one-way ANOVA, and Pearson correlation were used for analysis. Results showed that the experimental group achieved significantly greater gains in conceptual understanding (mean gain = 20.4, t(38) = 4.21, p < .001) than the control group (mean gain = 10.3, t(38) = 2.15, p = .038). A moderate, statistically significant positive correlation was also found between hours spent in the mathematics laboratory and achievement gains (r = 0.42, p = .002). These findings indicate that structured, guided hands-on laboratory activities enhance conceptual understanding more effectively than traditional instruction, and that sustained engagement strengthens this effect. The study concludes that teacher education programmes should institutionalize mathematics laboratory activities and offer targeted professional development on their effective, guided implementation to strengthen pre-service teachers’ conceptual understanding of mathematics.