The effects of case study teaching on learners’ language literacy skills in physical sciences classrooms
DOI:
https://doi.org/10.31949/ijeir.v4i1.12074Abstract
Studies indicate that low language literacy skills in the language of teaching and learning (LoLT) can be a barrier to Physical Sciences learning. In addition, South African learners’ language literacy skills in the LOLT are below the level that would allow effective science learning. This study employed a mixed methods design to investigate the effects of case study teaching on learners’ language literacy skills in Physical Sciences classrooms in schools in the low performing Sekhukhune District of Limpopo Province in South Africa. The sample comprised 122 Grade 10 learners from four schools (two rural and two urban) selected through a stratified sampling process. Quantitative data were collected through a reading comprehension (pre-/post-) test (with the content validity index (CVI) of 100 % (1) and the reliability index (Cronbach’s alpha value) of 0,74 when piloted within the study context) while qualitative data was gleaned using face-to-face interview. The quantitative data was analysed both inferentially (using t-test and Cohen’s d-value), and descriptively (means and percentages) which were computed through PSPP statistical package while the qualitative one was analysed thematically using coding methods. The results of this study indicate that the mean performance of 6,44 for the EG and 3,87 for the counterparts in the CG with the p-value of 0,00 measured at the 95% confidence level. From the results, it can be concluded that case study teaching improves the language literacy skills of Physical Sciences learners at secondary school level. The results further indicate that the effect size for rural group is similar to their urban counterparts, which implies CST has a potential to improve rural learners’ language literacy skills as much as that of their urban counterparts. The qualitative data revealed that case studies improved language literacy skills because of their real-life relevance and comprehension, engagement through surprise element, group discussion and argumentative skills, constructive arguments and language comprehension. The study recommends the use of CST in science classrooms to improve learners’ language literacy. The study also recommend further studies with larger samples, under different context and over a prolonged period of time as it was conducted with a small sample over a relatively short period of time.
Keywords:
case-study teaching, context-based learning, language literacy skills, physical sciences, reading comprehensionDownloads
References
Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: Mathematics education from early childhood to high school. Creative Education, 6, 455-462.
AlAjlan, M. (2021). Museums as learning spaces: A case study of enhancing ESP students’ language skills in Kuwait University. English Language Teaching, 14(2), 1 - 8.
Albadi, N. M., O’Toole, J. M., & Harkins, J. (2017). Reading difficulty and language features in an Arabic Physics text. Electronic Journal of Science Education, 21(8), 46 - 69.
Ambarita, P. T. M., & Sani, R. A. (2013). Improvement of student learning outcomes in physics using case study method. 1(3). https://doi.org/10.24114/INPAFI.V1I3.1913.
Amos, N. (2021). Utilizing Case Studies to Increase Engagement and Better Learning Outcomes in Secondary Science Education. 10(1). https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/505.
Arion, D. N., Crosby, K. M., & Murphy, E. A. (2000). Case-study experiments in the introductory physics curriculum. The Physics Teacher, 38(6), 373–376. https://doi.org/10.1119/1.1321825.
Banditvilai, C. (2020). The effectiveness of reading strategies on reading comprehension. International Journal of Social Science and Humanity, 10(2), 46 - 50.
Beckisheva, T. G., Gasparyan, G. A., & Kovalenko, N. A. (2015). Case study as an active method of teaching business English. Procedia – Social and Behavioral Sciences, 166, 292 – 295.
Brink, H., van der Walt, C., & van Rensburg, G. (2012). Fundamentals of research methodology for healthcare professionals, Third edition. Cape Town, South Africa: Juta & Company Ltd.
Carrier, S. J. (2011). Effective strategies for teaching science vocabulary. North Carolina: UNC-Chapel.
Demirdag, S. (2014). Student engagement and writing tasks in science classrooms. International Journal Of Teaching And Education, 2(1), 38 - 44.
Departmet of Basic Education. (2017). National senior certificate examinations 2017 diagnostic report: Part 1. Pretoria: Department of Basic Education.
Elliott, P. (2010). Science and literacy in the elementary classroom. What works? Research Monograph, 26, 1 - 4.
Facione, P. (2015). Critical Thinking: What it is and why it counts? Hermosa Beach: Insight Assessment Measured Reasons LLC.
Farran, D. (2024). Perceptions of Grade 12 Socio-Economics Students on the Integration of Real-Life Scientific Applications in Biology Classrooms. https://doi.org/10.26756/th.2023.655.
Fixen, M. (2024). Learning Through Case Studies in Higher Education. Journal of Higher Education, Theory, and Practice. https://doi.org/10.33423/jhetp.v24i5.7002
Francis, D., & Stephens, A. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: The National Academies Press.
Grant, A., Gottardo, A., & Geva, E. (2012). Measures of reading comprehension: do they measure different skills for children learning English as a second language? Read Writ., 25, 1899 – 1928.
Herreid, C. F. (1994). Case studies in science: A novel method of science education. Journal of College Science and Teaching, 23(4), 221 - 229.
Herreid, C. F. (1997). “What is a case? Bringinging to Science Education established teaching tool of law and medicine,". Journal of College Science Teaching, 27(2), 92 - 94.
Hlabane, A. S. (2014). Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province. https://uir.unisa.ac.za/handle/10500/14275?show=full.
Howie, S., Combrinck, C., Roux, K., Tshele, M., Mokoena, G., & McLeod, P. N. (2017). PIRLS literacy 2016: South African highlights report. Pretoria: Centre for Evaluation and Assessment.
Hussin, A. A., Ahmad, T. S. A. S., Awang, S., Aziz, R. A., Ahmad, S. N., & Azlan, N. A. B. (2024). Student Insights: Challenges in Acquiring Critical Academic Reading Skills. International Journal of Research and Innovation in Social Science, VIII(IX), 938–950. https://doi.org/10.47772/ijriss.2024.809081.
Jang, W., Kwon, K., & Horm, D. (2024). The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade: Mitigating Gender, Racial/Ethnic, and Socio-Economic Disparities. Education Sciences, 14(9), 994. https://doi.org/10.3390/educsci14090994.
Kang, E. J., Swanson, L. H., & Bauler, C. V. (2017). “Explicame”: Examining emergent bilinguals’ ability to construct arguments and explanations during a unit on plate tectonics. Electronic Journal of Science Education, 21(6), 12 - 45.
Kibirige, I., & Mogofe, A. R. (2021). Integrating Language Literacy in Physical Sciences in Riba Cross District, South Africa. Cypriot Journal of Educational Sciences, 16(2), 547–562. https://doi.org/10.18844/CJES.V16I2.5635.
Koch, C., Zika, O., Bruckner, R., & Schuck, N. W. (2024). Influence of surprise on reinforcement learning in younger and older adults. PLOS Computational Biology, 20(8), e1012331. https://doi.org/10.1371/journal.pcbi.1012331.
Liao, C. W., Chiang, Y. T., Chang, Y. C., & Liao, T. (2015). Develop scientific inquiry integrating into project practice teaching of innovative curriculum for vocational high school. International Journal of Information and Education, 5(5). 391 - 396.
Mammino, L. (2010). The essential role of language mastering in science and technology education. International Journal of Education and Information Technologies, 3(4), 139 - 148.
Mogofe, A., & Athiemoolam, L. (2023). The Effects of Case Study Teaching on Learners’ Critical Thinking Skills in Physical Sciences Classrooms. International Journal of Current Science Research and Review. https://doi.org/10.47191/ijcsrr/v6-i10-28.
Peng, J., Wang, C., & Lu, X. (2020). Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task: Language Teaching Research, 24(3), 364–381. https://doi.org/10.1177/1362168818783341.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities press.
Podschuweit, S., & Bernholt, S. (2017). Composition-effects of context-based learning opportunities on students’ understanding of energy. Res Sci Educ., 48, 717 - 752.
Polat, S. (2015). The evaluation of qualitative studies in Turkey about critical thinking skills: A meta-synthesis study. International Online Journal of Educational Sciences, 7 (3), 229 - 243.
Prastyaningrum, I., Nisak, S. K., Zulfitri, Z., Dewi, N. P. A. K. S., & Pattiasina, P. J. (2024). Pathways to Early Science Literacy: Investigating the Different Role of Language and Reading Skills in Science Literacy Among Early Primary School Children. International Journal of Educational Research Excellence, 3(1), 428–438. https://doi.org/10.55299/ijere.v3i1.942.
Pringle, R. M. (2020). Literacy Skills and Science Learning (pp. 59–86). Springer, Cham. https://doi.org/10.1007/978-3-030-59550-0_5
Prinsloo, C. H., Rogers, S. C., & Harvey, J. C. (2018). The impact of language factors on learner achievement in science. South African Journal of Education, 38(1), 1 - 14. https://doi.org/10.15700/saje.v38n1a1438.
Putra, M. I., Widodo, W., & Jatmiko, B. (2018). The development of science CPS (collaborative problem solving) learning model to improve future Islamic elementary school teachers’ collaborative problem-solving skills and science literacy. Unnes Science Education Journal, 7(1), 35 - 49.
Rhodes, H., & Feder, M. A. (2014). Literacy for Science: Exploring the intersection of the next generation science standards and common core for ELA standards, workshop summary. Washington, DC: National Academy of Sciences.
Saputra, N. (2023). The Effect of Language Skills on Science and Technology Literacy. Journal of Namibian Studies : History Politics Culture, 34. https://doi.org/10.59670/jns.v34i.1280.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
Shunk, D. H. (1996). Learning theories (2nd ed.). Englewood Cliffs: Prentice Hall.
Sun, Y.-K., & Chan, M. H. (2024). Pathways to early science literacy: investigating the different role of language and reading skills in science literacy among early primary school children. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2335671.
Sunyono, S., Saputra, A., Tania, L., & Meristin, A. (2025). Improving Math and Science Teachers’ Understanding and Practical Skills of Case-Based Instruction: An Intensive Training Program in Bandar Lampung, Indonesia. Bulletin of Social Studies and Community Development, 3(1), 34–42. https://doi.org/10.61436/bsscd/v3i1.pp34-42.
Van As, J., Fouché, I., & Immelman, S. (2016). Academic literacy for science: A starting point for recurriculation. Journal for Language Teaching,, 50(2), 11 - 35.
Vygotsky, L. (1969). Thought and language. Cambridge: MIT Press.
Webb, P., Whitlow, J. W., & Venter, D. (2016). From exploratory talk to abstract reasoning: A case for far transfer? Educational Psychology Review, 28(1).
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Asaph Romulus Mogofe, Logamurthie Athiemoolam
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
