Training STEM Teachers in Resource-Constrained Environments: Are Computer-Based Technologies Effective?

This study investigates the effectiveness of computer-based technologies, such as computer animations and virtual labs, in enhancing STEM education, particularly in resource-constrained environments. The research focuses on pre-service biology teachers at the University of Rwanda-College of Education (UR-CE) and examines the impact of these technologies on their teaching and students' academic performance. Employing an Exploratory Sequential Mixed Methods design, the study first explores pre-service teachers' perceptions through qualitative focus group discussions and then tests hypotheses quantitatively with a quasi-experimental approach involving secondary school students. Results show that traditional teaching methods result in minimal improvement in student performance while using computer animations and virtual labs significantly enhances understanding and academic achievement. The study highlights the potential of technology to overcome the limitations of inadequate resources, making complex subjects like molecular biology more accessible and engaging. These findings suggest that integrating such technologies could be a viable strategy for improving STEM education in developing regions. Future research should explore the long-term effects of these tools on teaching efficacy and sustainable student performance in all STEM subjects. Keywords: STEM education, Resource-constrained environments, Animations, Virtual labs, pre-service teachers