Effect of case-based learning, team-based learning and regular teaching methods on secondary school students’ self-concept in chemistry in Maara sub-county, Tharaka Nithi county, Kenya

Abstract

The use of case-based learning and team-based learning may help increase students’ self-concept in chemistry. The purpose of this study was to fill this gap by finding out the effects of case-based learning, team-based learning and regular teaching methods on secondary school students’ self-concept in chemistry in Maara Sub-County, Kenya. The study employed a 3 × 2 × 2 pre-test, post-test quasi-experimental factorial design. The study targeted 18,611 students in 52 secondary schools. Purposive sampling was used to choose three co-educational secondary schools with similar characteristics in Maara Sub-County. A total of 106 form two chemistry students were selected for the study using simple random sampling method. The experimental groups were taught using case-based learning and team-based learning while the control group was taught by regular teaching methods. The three groups were compared two-by-two to find out groups in which the differences in self-concept in chemistry would occur. Student’s self-concept questionnaire was administered to the students in the three groups. The validity of the instrument was ascertained by experts from Egerton University. Pilot testing was done in Meru South Sub-County in schools with similar characteristics. Reliability of the instruments estimated using Cronbach’s alpha coefficient was 0.81. Descriptive and inferential statistics were used for data analysis at α = 0.05. The mean differences in self-concept in the post-test were statistically significant among the three groups. The results of this study may offer valuable knowledge to policy makers as well as chemistry teachers so as to give greater attention to chemistry self-concept among students. The study findings fill a knowledge gap of effectiveness of methods of teaching chemistry.