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Case-Based Learning Approach: It’s Effects on Student’s Academic Performance and Motivation in Chemistry

Maryjo Liboon
Psychology and Education: A Multidisciplinary Journal · 2024-07-16 · DOI 10.5281/zenodo.12747519
Token #3243
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Token#3243 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x2c6ed74e2d42898417f7d4b95e08605043cb2605c57128cf850ddf8df16ee916 · block 12100358
Minted2026-10-01 22:05 UTC
Hash on chain0x04223fd24bca8484c754622e9e84d903056386139c0b501d72fbf829676926ef
SHA-256 of the record0x04223fd24bca8484c754622e9e84d903056386139c0b501d72fbf829676926ef
Article today Matches the anchored record.

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HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Maryjo Liboon 0x7DA51068…397deD 900,000 900,000

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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.","abstract_source":"original","authors":["Maryjo Liboon"],"date":"2024-07-16","doi":"10.5281/zenodo.12747519","id":3243,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"550abc632e6de908f56a09eb262b2a5a013dec982320e27c7dbc3a2dfedd25e9","schema":"scimatic-article/1","title":"Case-Based Learning Approach: It’s Effects on Student’s Academic Performance and Motivation in Chemistry","volume":22}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/3243.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(3243)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000cab"},"latest"]}'

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