Case-Based Instruction in the Forensic Chemistry Classroom: Effects on Students' Motivation and Achievement

Abstract

Forensic chemistry students need to be motivated and develop critical thinking, problem-solving, and higher-order thinking skills and not just accumulate many facts to be good evidence collectors and investigators in the future. As case-based instruction has been utilized in various fields to this effect, this study aimed to determine the effects of such a method on students' motivation towards forensic chemistry learning and their success in understanding the taught concepts through their achievement scores. A pre-test post-test control group design was employed to involve two forensic chemistry classes with 42 students each, identified through the purposive sampling technique. One class was taught through case-based instruction, while the other through the lecture method. The classes were assigned to experimental and control groups to examine the study's treatment process effects through a coin toss. The t-test for independent samples was used to determine significant differences in students' pre/post-test scores in the treatment and the control group for the motivation and achievement tests. The two groups of respondents exhibited increased motivation and achievement mean scores with significant differences. However, those exposed to case-based instruction had higher mean scores than those taught with the lecture method. Thus, the use of case-based instruction in the forensic chemistry classroom promotes critical thinking, problem-solving, and higher-order thinking skills leading to significant positive changes in the motivation and achievement of students in the course. Therefore, case-based education is recommended as it is expected to make positive contributions to the forensic chemistry teaching process and science education.