EFFECTS OF CASE BASED LEARNING, TEAM BASED LEARNING AND REGULAR TEACHING METHODS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND SELF- CONCEPT IN CHEMISTRY IN MAARA SUB- COUNTY, THARAKA NITHI COUNTY, KENY

Abstract

Most concepts in Chemistry are abstract creating major challenge in the achievement of the subject learning objectives. Inadequate mastery of Chemistry concepts might have a negative impact on a student's self-percept. Therefore, learners who have a positive self-concept in Chemistry may regard themselves as being capable, whereas those with a negative self-concept may perceive themselves as being incapable. The use of Regular Teaching Methods, Team Based Learning and Case Based Learning can enhance level of achievement in students’ studies and self-concept in Chemistry. The positive contribution of Case Based Learning, Team Based Learning, and Regular Teaching Methods in terms of how well they did in school and self- concept of secondary school students in Chemistry in Maara Sub County, Kenya was examined in this study. The pre-test, post-test quasi-experimental factorial design with three factors, each with two levels was employed during the study. The survey focused on a total of 18,611 students who were attending 52 secondary schools in Maara Sub-County. Purposive sampling was used to pick three co-educational secondary schools in Maara Sub-County that shared comparable characteristics. A sample of 106 Form Two students studying Chemistry were chosen for the research. The groups were assigned to the experimental and control groups using the simple random sampling approach. The experimental groups learned through Case Based Learning and Team Based Learning, whereas the control group were taught through Regular Teaching Methods. The three groups were compared in pairs to identify any differences in achievement and self-concept in Chemistry. The Chemistry Achievement Test and Students Self-Concept Questionnaire (SSCQ) were given to the students in all three groups as both pre- tests and post-tests. A pilot research was conducted in Meru South Sub-County, involving three schools that shared similar features with those in the main study. The study had six objectives. Descriptive and inferential statistical techniques were applied to the data, with significance testing conducted at a 0.05 level. The analysis revealed statistically substantial disparities in the mean performance of students in Chemistry. The variations in students' self-concept were statistically significant. The study findings indicate that CBL outperformed TBL and RTM concerning the enhancement of academic achievement in chemistry. TBL demonstrated greater success in improving students’ self-concept in chemistry. The study concludes that curriculum writers may consider including TBL and CBL into Chemistry education, alongside traditional teaching approaches. Valuable insights for policy makers and those teaching Chemistry, highlighting the need of focusing on students' Chemistry self-concept is offered in this study. The study results address a knowledge gap on the efficacy of different approaches to teaching Chemistry.