A COMPARISON OF CASE BASED LEARNING, TEAM BASED LEARNING AND REGULAR TEACHING METHODS INFLUENCES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN MAARA SUB COUNTY, KENYA

Abstract

Most concepts in Chemistry are difficult which leads to poor performance of students. The purpose of the study was to compare Case Based Learning (CBL), Team Based Learning (TBL) and Regular Teaching Methods (RTM) influences on students’ performance in Chemistry. The study used a 3 x 2 x 2 quasi-experimental factorial design. The target population was eighteen thousand six hundred and eleven (18,611) students in Maara Sub County. Three schools were selected purposively. A sample of one hundred and six (106) Chemistry students were selected for the study. Simple random sampling method was used to assign groups to experimental and control. The experimental groups were exposed to Case Based Learning and Team Based Learning. The control group was instructed through Regular Teaching Methods. The instrument used was the Chemistry Achievement Test (CAT). The validity of the instrument was ascertained by experts from Egerton University. Reliability coefficient of the CAT was 0.79. Analysis of Data was done using means, standard deviations, standard error differences, t-test, ANOVA and ANCOVA at α = 0.05. Students taught using CBL obtained higher mean scores in chemistry than those that were taught through TBL and RTMs. The study concluded that CBL should be used to teach students to improve performance in chemistry. Curriculum developers, policy makers and teachers may use CBL and TBL in chemistry learning.