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Abstract
Case-based Learning approach is an instructional method that involves utilizing real-life scenarios and cases to engage students in active learning, critical thinking, and problem –solving within the context of Chemistry. Data will be collected through pre-and post-assessments, students surveys, and classroom observations to evaluate the effectiveness of the Case-based Learning Approach. A quasi-experimental design was employed where two intact classes exposed to CBLA and non-CBLA were administered a teacher-made test used to measure academic performance. Results of the study revealed that there is a high academic performance of students exposed to CBLA compared to the non-CBLA group. Furthermore, students exposed to CBLA significantly performed better than those exposed to non-CBLA. The findings of this research provided insights into the benefits of incorporating case-based learning in Chemistry education and its potential to enhance the overall learning experience. Results of the study revealed that students’ level of motivation has a significant difference in students’ motivation towards learning science in CBLA and non-CBLA as reflected by a t-value of -.5.17 at 0.05 level. Thus, rejecting the stated null hypothesis that there is no significant difference in the level of motivation of students as exposed to CBLA and those exposed to non-CBLA.
