Experiences, Challenges, and Resource Needs of Teachers in Implementing Innovative Teaching Methods for 3D Geometry Instruction

Emmanuel Byiringiro^1, , Prof. Catherine Muhonja Aurah¹ and Dr. Beatrice Nakhanu Shikuku¹

¹Department of Science and Mathematics Education, Masinde Muliro University of Science and Technology, Kenya

Cite this paper:
Emmanuel Byiringiro, Prof. Catherine Muhonja Aurah and Dr. Beatrice Nakhanu Shikuku. Experiences, Challenges, and Resource Needs of Teachers in Implementing Innovative Teaching Methods for 3D Geometry Instruction. American Journal of Educational Research. 2026; 14(8):289-297. doi: 10.12691/education-14-8-4

Abstract

This study explored the experiences, challenges, and resource needs of teachers in implementing innovative teaching methods for 3D geometry instruction in public day secondary schools in Musanze District, Rwanda. The study focused on teachers’ experiences with technology integration, inquiry-based learning, guided discovery learning, collaborative learning, and visualization strategies, as well as the challenges and support required for their effective implementation. A qualitative research approach was adopted, involving 20 purposively selected mathematics teachers who participated in semi-structured interviews. Each interview lasted approximately 30-45 minutes, and the interviews were digitally recorded and transcribed verbatim with participants’ consent. The qualitative data were analyzed manually using Braun and Clarke’s six-phase thematic analysis framework. Four major themes emerged: Pedagogical Pivot towards Conceptual and Spatial Visualization; Behavioral and Affective Shifts in Learner Engagement; Systemic Deficits and Contextual Constraints to Implementation; and Institutional Scaffolding and Professional Capacity Building. The findings indicated that teachers experienced innovative teaching methods as useful for presenting abstract 3D geometry concepts, supporting visualization, encouraging active participation, and promoting learner engagement. However, inadequate computers and ICT resources, unreliable electricity and internet connectivity, large class sizes, limited instructional time, and insufficient teacher training constrained effective implementation. Teachers identified the need for computers, projectors, concrete geometry models, instructional materials, improved ICT infrastructure, and continuous professional development. The study concludes that effective implementation of innovative teaching methods for 3D geometry instruction requires adequate instructional and technological resources, continuous professional development, and supportive institutional conditions.

Keywords:
innovative teaching methods 3D geometry teachers’ experiences implementation challenges resource needs mathematics instruction Musanze District Rwanda

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