Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators
Kizito Ndihokubwayo,
Céline Byukusenge,
Edwin Byusa,
Hashituky Telesphore Habiyaremye,
Agnes Mbonyiryivuze,
Josiane Mukagihana
Affiliations
Kizito Ndihokubwayo
Corresponding author.; African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
Céline Byukusenge
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
Edwin Byusa
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
Hashituky Telesphore Habiyaremye
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
Agnes Mbonyiryivuze
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
Josiane Mukagihana
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, PO BOX 55, Rwamagana, Rwanda
In improving learning outcomes in education, we found a gap in available standard protocols to analyze pedagogical documents such as lesson plans. This study is a product of validated and reliable Lesson Plan Analysis Protocol (LPAP) supporting education stakeholders to get insight into the lesson plans (LPs) used in schools. The LPAP was found to be a valid and reliable tool that education evaluators can use to strengthen effective teaching in all grades of education. The protocol can also serve as teacher self-evaluation before lesson delivery. After validating it, we collected lesson plans to testing its usability and a qualitative survey for its inclusivity. We analyzed 36 among many collected lesson plans in two stages. We showed how to analyze averages for each of 27 LPAP items and how to analyze the mean scores for each lesson plan. We again collected reflection information from six researchers and found them appreciating the tool. Thus, LPAP is a useful tool to analyze taught or untaught lesson plans from any country and with any lesson plan format as it reserved some flexibilities to be modified to fit the context.
