The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

A positive attitude correlates to successful learning; while a negative leads poor learning. The present study aimed compare the pre-service biology teachers’ attitudes towards learning and assessing their attitudinal change before after being taught by resource-based instructions (RBI) in Rwanda. survey-research design was used, combination with quasi-experimental control group, equivalent time-series designs. Pre-service teachers were at public university three separate groups, one group two experimental groups. Each received pre-attitude post-attitude assessment. In contrast, private university, they as single series of instructions, starting lecture method, followed animation-based instruction small- laboratory activities, which each stage, same Attitudinal Scale showed Cronbach alpha reliability 0.625 its use. data analyzed quantitatively; results revealed no statistically significant difference between microbiology. After teaching interventions, that both traditional improved biology, result maturity anticipated future career.