The effect of e-book-mediated case method instruction on real-world case solving skills and religiosity among pre-service chemistry teachers

Abstract The integration of educational technologies in higher education has increased the use of digital learning resources such as e-books to support innovative instructional approaches. This study investigated the effect of e-book–mediated case method instruction on real-world case solving skills and religiosity among pre-service chemistry teachers, while controlling for prior chemistry knowledge. A quasi-experimental pretest–posttest control group design was employed involving 80 students from a Chemistry Education program at a public university in Indonesia. Participants were assigned to an experimental group ( n = 40) receiving e-book–mediated case method instruction and a control group ( n = 40) receiving conventional instruction. Data were collected using a prior chemistry knowledge test, a real-world case solving skills assessment scored with an analytic rubric, and a religiosity assessment. The data were analyzed using ANCOVA. The results revealed a significant effect of instructional method on real-world case solving skills, F(1,77) = 599.02, p < .001, partial η² = 0.886, indicating a very large effect. Instructional method also significantly affected religiosity, F(1,77) = 90.29, p < .001, partial η² = 0.540, indicating a large effect. Prior chemistry knowledge significantly predicted real-world case solving skills ( p = .014) but not religiosity ( p = .832). These findings suggest that e-book–mediated case method instruction can effectively enhance both cognitive and value-oriented learning outcomes in chemistry teacher education. The study highlights the potential of designing e-books as technology-mediated learning environments that integrate authentic cases and reflective prompts to promote analytical reasoning and value-based reflection.