Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

From Tables 2 and it is important to acknowledge that demographic factors may significantly influence this study. Specifically, gender, geographical location, school ownership, work experience, and age are important characteristics to examine, as they can substantially impact the adoption and effectiveness of web-based discussion tools. In this regard, gender might reveal differences in access and attitudes towards technology, while location (per-urban, rural, urban) can highlight disparities in technological infrastructure and resources. Furthermore, school ownership (government-aided, government, private) can affect the availability of funds and support for technology integration. Moreover, the working experience and age of participants are essential to understand varying levels of comfort and familiarity with web-based tools, as more experienced or older teachers might have different perspectives compared to their younger or less experienced counterparts. Thus, by examining these variables, the study can provide a comprehensive understanding of the factors that enhance or hinder the use of web-based discussion tools, leading to more targeted and effective interventions.The results found that Google Classroom and Google Docs are among popular web-based discussion tools used by chemistry teachers in teaching organic chemistry. This preference is likely due to the strong, collaborative features these platforms offer. This was confirmed by the study conducted Yilmaz and Yasar [106] which found that user-friendly interfaces and collaborative features of Google platforms and Docs make them attractive choices for teachers. Agustina and Purnawarman [107] explained that Google Classroom facilitates seamless assignment distribution, feedback, and communication. Similarly, Google Docs is highly used by many chemistry teachers because it supports real-time collaboration and editing, allowing students and teachers to jointly construct and refine complex chemical structures and mechanisms, and foster a deeper understanding through interactive engagement [108]. The studies highlighted that these tools not only enhance student participation but also support the diverse learning paces and styles within a classroom setting [109\u2013111].The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Aloys Iyamuremye reports administrative support and writing assistance were provided by University of Rwanda College of Education. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.