INTRODUCTION

Background of the Study

The outbreak of the Covid-19 pandemic arises various problems, particularly

in education. According to the report of UNESCO (2020), 87% of the world’s student
population is affected by COVID-19 school closures. Based on the UNICEF  survey
on pre-primary, primary, lower secondary, and upper secondary levels in February–
May 2021, reported how 142 respondent countries monitored and mitigated learning
losses. It presented how these countries addressed the challenge of reopening
schools. It also noted how they applied distance learning strategies. The COVID-19
pandemic has created a defining moment for online learning, Mathes (2020)
provided her personal definition which online-assisted learning uses the internet as a
delivery modality to offer thoughtfully designed, quality, student-focused learning
experiences, built on proven best practices that create effective interactions between
learners, peers, instructors, and content.

The implementation of Investigative Case-Based learning might be one

means to encourage a higher level of students’ engagement and academic
performance through an online-assisted learning modality. Abubakar (2017) claims
that students' engagement is generally considered to be among the best predictors
of learning and personal development. Educators also gave priority to students’
academic performance as much as they gave importance to students’ engagement
in classroom activities. According to Caine & Caine, (1991), and Jensen (1996) as
cited by Saleh (2011) the latest developments in the field of neuroscience is to
ensure the effectiveness of the teaching and learning process, the more significant
teaching method would be in an inclusive approach.

Investigative Case-Based Learning is defined as a variant of PBL that

encourages students to develop questions that can be explored further by
reasonable investigative approaches (Waterman, 1998, Waterman and Stanley,
1998, Stanley and Waterman, 2000). On a technical reference, Investigative Case-
Based Learning incorporated three methods such as, learners will recognize
potential issues and major topics through collaborative group discussion, this method
is known as Problem Posing, investigating formulated questions with the utilization of
supplied references or resources is known as Problem-solving, and evaluation of
what was learned through supporting methods and reasoning which is called Peer
Persuasion. The integration of the Investigative Case-Based Learning strategy
through Online -Assisted learning modality is anticipated to be a breakthrough in
dealing with the issues related to students' engagement and academic performance
in Earth Science Class in Secondary High School.

The study shows Students’ Engagement and Academic Performance Through

Online-Assisted Investigative Case-Based Learning in Earth Science.