News

A study by researchers from the University of Rwanda College of Education (UR-CE) has revealed that strengthening teachers’ capacity to use case-based learning can significantly improve the teaching and learning of biology in lower secondary schools.

Published in the International Journal of Pedagogy, Policy and ICT in Education, the study titled Investigating Biology Teachers’ Knowledge and Skills in Implementing the Case-Based Method : A Case Study in Eastern Rwanda Lower Secondary Schools was conducted by Claude Nemeye and Dr Theophile Nsengimana.

The research examined biology teachers’ knowledge and skills in implementing the case-based method in 15 lower secondary schools in Rwamagana District, Eastern Province. Using a mixed-methods approach, the researchers collected data through classroom observations, questionnaires, and semi-structured interviews.

Findings showed that 90.5 percent of the teachers predominantly used teacher-centered instructional methods.
While these approaches facilitate content delivery, they often limit student participation and opportunities for critical thinking, collaboration, and problem-solving. The researchers note that such practices present challenges to the effective implementation of Rwanda’s Competence-Based Curriculum, which emphasizes learner-centered teaching and active engagement.

To explore alternative approaches, the study introduced an intervention focused on the case-based method, a teaching strategy that uses real-life situations to help learners apply scientific concepts and develop analytical skills.

Following the intervention, significant improvements were observed in classroom practice. Teachers demonstrated better lesson organization and increased use of case-based activities, while students became more engaged in discussions and learning tasks. The study found that teachers who acquired knowledge and skills in case-based teaching were better able to create interactive learning environments that promote meaningful learning.

The researchers conclude that expanding both pre-service and in-service professional development programmes is essential to equip teachers with the pedagogical skills needed to effectively implement learner-centered approaches. They argue that greater use of case-based learning could contribute to improved biology education and better learning outcomes for students.
Full Reference

Claude, N., & Nsengimana, T. (2026). Investigating Biology Teachers’ Knowledge and Skills in Implementing the Case-Based Method : A Case Study in Eastern Rwanda Lower Secondary Schools. International Journal of Pedagogy, Policy and ICT in Education, 14(1), 133–179.

Available at : https://www.ajol.info/index.php/ijp/article/view/323147

Story by
Ntirandekura Schadrac
PRO, UR-College of Education