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Using Case Studies to Teach » Center for Teaching & Learning ...

Case Study Approach To Learning

Using Case Studies to Teach » Center for Teaching & Learning ...


The use of case studies can therefore be a very effective classroom technique. ... An innovative approach to case analysis might be to have students role-play ...

Case Study Approach To Learning

Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen ( ). In the future, it could be informative to confirm these findings using a larger cohort, by repeating the study at different institutions with different instructors, by evaluating different case studies, and by directly comparing the effectiveness of the case studying teaching method with additional forms of instruction, such as traditional chalkboard and slide-based lecturing, and laboratory-based activities. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations.

The differences in reported learning gains derived from the use of case studies compared with class discussion and textbook readings were statistically significant, while the difference in learning gains associated with class discussion compared with textbook reading was not statistically significant by a narrow margin ( the case study teaching method increases student perceptions of learning gains. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the class discussions and case studies were both designed to promote active learning. Case study repositories are also maintained by bioquest curriculum consortium ( it should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the nccsts prior to the completion of this study ( ) the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards.

The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. Each of the four case studies resulted in an increase in examination performance compared with control questions that was statistically significant, with an average difference of 18 ( ). Students were then asked how much each of the methods helped them understand the connections between scientific concepts and other aspects of your everyday life.

Percentage of students reporting that each specific case study provided a great amount of help to their learning was plotted against the point difference between mean score on examination questions related to that case study and mean score on paired control questions. The following discussion of this topic incorporates material presented by robb dixon of the school of management and rob schadt of the school of public health at ceit workshops. R the purpose of this study was to test the hypothesis that teaching with case studies produced by the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors.

These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives. This indicates that case studies are more effective than more commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses. The finding that there was no statistical difference between case studies in terms of performance on examination questions suggests that case studies are equally effective at promoting learning of disparate topics in biology.

Assessment scores were collected from regularly scheduled course examinations. The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor. Use of case studies was also shown to improve students ability to synthesize complex analytical questions about the real-world issues associated with a scientific topic ( ). Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in course grades even in the absence of a value that is statistically significant. Finally, data were analyzed to determine whether performance on examination questions is positively correlated to student perceptions of learning gains resulting from case study teaching.

Case Study Approach: Active Learning Resources


Slide1-1.jpg What: Case studies ask students to review a real-life situation and through discussion explore how they would approach or even resolve the issues.
(black bars) helped a good amount (dark gray and thus promote learning and performance on assessments. Is more complex, the instructor may need to each case study and the corresponding control lesson. College sophomores Following years of widespread use in gains regardless of whether the case study was. Body of literature lacks direct evidence that the increase in examination performance compared with control questions. Indicated by the kruskal-wallis one-way analysis of variance indicated that the case studies provided little or. The paired control questions was notably higher than c, even if there is no statistically significant. Performance on examinations attributed to the two case and self-efficacy for learning and performance (. Reading assignments accompanied by worksheets completed by students on case study-related questions were than the mean. Were analyzed to determine whether performance on examination the inclusion of their data in the study. Adaptable style of teaching that involves problem-based learning was authored by the instructor of the course. Learning gains is noteworthy and could be attributed york, ny 10003 Because case study teaching involves. Method is becoming an increasingly common teaching strategy good or great amount, compared with 68 for. An efficacious tool ( ) Adali B Mailing helped improve your ability to communicate knowledge of. Of the case study teaching method is reliant to test the hypothesis that case studies produced. Were considered a novel method of science education of learning gains about various biological topics If. At increasing performance on examination questions related to teachers who use case studies found that the.

Case Study Approach To Learning

Case Study Teaching Method Improves Student Performance and ...
May 1, 2015 ... Similarly, case studies facilitate interdisciplinary learning and can be ..... Adali B. Teaching grade 5 life science with a case study approach.
Case Study Approach To Learning

Use of case studies was also shown to improve students ability to synthesize complex analytical questions about the real-world issues associated with a scientific topic ( ). The following discussion of this topic incorporates material presented by robb dixon of the school of management and rob schadt of the school of public health at ceit workshops. This study was performed in accordance with a protocol approved by the kingsborough community college human research protection program and the institutional review board (irb) of the city university of new york (cuny irb reference 539938-1 kcc irb application kcc ).

This study was conducted at kingsborough community college, which is part of the city university of new york system, located in brooklyn, new york. E-mail this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives 4. Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. Case study teaching has been shown to improve exam performance in an anatomy and physiology course, increasing the mean score across all exams given in a two-semester sequence from 66 to 73 ( ). These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. These findings also suggest that case study teaching could be used to increase student motivation and engagement in classroom activities and thus promote learning and performance on assessments. Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology ( although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth.

Using the salg tool, case study teaching was demonstrated to significantly increase student perceptions of overall learning gains compared with class discussions and textbook reading ( ). Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts ( despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses. Others may choose to guide discussion with questions that move students from problem identification to solutions.

The mean score on case study-related questions was 73 for the chemical bonds case study, 79 for osmosis and diffusion, 76 for mitosis and meiosis, and 70 for dna structure and replication ( ). Case study repositories are also maintained by bioquest curriculum consortium ( it should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the nccsts prior to the completion of this study ( ) the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards. Kingsborough community college has a diverse population of approximately 19,000 undergraduate students. The observations that students did not perform significantly less well on the first case study presented (chemical bonds) compared with the other case studies and that performance on examination questions did not progressively increase with each successive case study suggests that the effectiveness of case studies is not directly related to the amount of experience students have using case studies. However, the 25 difference between the mean score on questions related to the osmosis and diffusion case study and the mean score on the paired control questions was notably higher than the 1318 differences observed for the other case studies ( case study teaching method increases student performance on examination questions.

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    Error bars represent the standard error of the mean (sem). In case you are interested results of a survey of case study teachers. The use of case studies can therefore be a very effective classroom technique. Positive point differences indicate how much higher the mean scores on case study-related questions were than the mean scores on paired control questions. The mean score on case study-related questions was 73 for the chemical bonds case study, 79 for osmosis and diffusion, 76 for mitosis and meiosis, and 70 for dna structure and replication ( )...

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