Investigating Biology Teachers’ Knowledge and Skills in Implementing the Case Based Method: A Case Study in Eastern Rwanda Lower Secondary Schools

Abstract

This study aimed to investigate biology teachers’ knowledge of teaching methods in lower secondary schools and to examine how they apply these methods in classrooms across the Rwamagana District. Using a mixed-methods approach within a pragmatic research design. Both qualitative and quantitative data were collected through semi-structured interviews, survey questionnaires, and classroom observations. The study was conducted in 15 purposively selected schools in Rwamagana District, Eastern Province, Rwanda. Findings revealed that 90.5% of biology teachers primarily used teacher-centered methods, which limit opportunities for student-centered learning, an essential factor for enhancing learning outcomes. Although a few teachers demonstrated some use of student-centered approaches, teacher-centered instruction remained dominant. However, after the intervention, there was a noticeable change in classroom practices, characterized by improved lesson structuring, increased use of case-based activities, and enhanced student engagement and participation. Teachers’ knowledge and application of the case-based method showed a positive influence on the teaching and learning of biology. The study concludes that there is a strong need for both pre-service and in-service professional development programmes that emphasize case-based and other student-centered teaching strategies. Such initiatives would better equip teachers with the knowledge and skills required to effectively implement the biology curriculum and foster meaningful student learning.