Enhancing ordinary secondary students competence in Biology through case-based method: An intervention study in Rwamagana District

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.