Dumanbek Sh.2026-10-162026-10-162026Dumanbek Sh / The Impact of Case Based Learning on Students' Understanding of Real World Applications of Genetics for Better Academic Performance / SDU University / Department of Pedagogy of Natural Scienceshttps://repository.sdu.edu.kz/handle/123456789/2674This study examined the impact of case-based learning (CBL) on undergraduate students' academic performance in a genetics course and explored the role of motivation across different instructional contexts. Using a quasi-experimental design, 70 students at SDU University participated in four CBL case studies delivered in two formats: theory-based seminars and laboratory-based practical classes. Academic performance was assessed through pre-tests and case-specific post-tests, while motivation was measured using Keller's Instructional Materials Motivation Survey (IMMS) based on the ARCS model. ANCOVA results showed that CBL significantly improved performance in laboratory-based cases but not in theory-based cases, indicating that CBL effectiveness is context-dependent. Hierarchical regression analysis revealed that laboratory-based CBL produced substantially greater learning gains than theory-based instruction (B = 18.517, p < 0.001, ΔR² = 0.197). Regarding motivation, Satisfaction was the only ARCS subscale significantly predicting learning gains in theory-based classes, while motivational variables did not predict outcomes in laboratory settings, where the instructional environment itself appeared sufficiently engaging. These findings suggest that CBL is most effective in contextually rich, hands-on environments and that intrinsic satisfaction plays a key motivational role in less stimulating instructional settings. The results offer practical guidance for designing active learning interventions in undergraduate genetics education.encase-based learninggenetics educationacademic performanceARCS modellaboratory-based learningThesis