Abstract:
The purpose of this study was to investigate how the Case-Based Method (CBM) can be
used to enhance biology competence among ordinary secondary students. It aimed to
answer three research questions: (1) what is the level of biology teachers’ knowledge
and understanding of CBM as a learner-centered approach? (2) What is the contribution
of CBM to students’ learning of biology concepts in selected ordinary secondary schools
in Rwamagana District? (3) How do students and teachers perceive the use of CBM in
biology instruction? The study adopted a convergent parallel mixed-methods design,
where both quantitative and qualitative data were collected simultaneously but analyzed
separately and then compared to draw comprehensive conclusions. Fifteen schools were
selected from a total of 67 based on accessibility, the availability of qualified biology
teachers, and willingness to participate. Data were collected from 31 biology teachers
using structured questionnaires. Additionally, 10 of these teachers participated in semi
structured interviews, as well as pre- and post-intervention observation. Furthermore, 10
focus group discussions were conducted with a total of 60 senior two students’ six
students per group, who were selected based on their level of classroom participation
and to ensure gender balance. Quantitative data were analyzed using descriptive
statistics to determine trends in teaching practices, while qualitative data from
interviews, focus groups, and observations were analyzed thematically. The findings
revealed that while 90.3% of teachers still relied on lecture-based instruction, 48.4%
demonstrated awareness of CBM principles. Teachers acknowledged CBM’s benefits in
promoting student engagement and understanding but expressed low confidence in
implementing it effectively. Students reported that CBM enhanced their motivation,
comprehension, and collaboration. However, insufficient teacher preparation and lack of
training were identified as barriers. The study concludes that CBM holds promise for
improving biology education and recommends its integration into teaching practice,
supported by ongoing teacher professional development.
