How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda

Observing classroom practices and checking the effect of instructional methods on academic achievement are crucial in teaching learning process. The present study was aimed at discovering dominating pre-service biology teachers’ instructors’ activities microbiology classes their respective effects when animations–based instructions small-group laboratory used. An equivalent time-series design applied using a small group participants year two education (N=30, 16 female 14 males), pre-test used as pre-intervention comparison test, while post-test alternated with interventions. Classroom Observation Protocol for Undergraduate STEM (COPUS) to record activities. Before its inter-rater agreement reached 80%. Pre-service Biology Teachers Achievement Test (PBTAT) Pearson’s r reliability .51 served measure methods' achievement. It found that main were activities, lectures animation classes, work instructors moving among students guiding them characterized activity classes. All interventions improved achievement; however, statistically significant difference (df=28, p<.05) existed between where proved considerable size (d=3.86). No (df=1, p>.05) regarding gender after However, females scored better than males lecture methods, opposite happened animation-based instruction. Therefore, we recommend promote active through student improve biology.