Resumen
The widespread use of case method around the world, coupled with conflicting evidence about its effectiveness compared to the traditional lecture method, motivated this study. We meta-analyzed 22 investigations that report 86 effect sizes aggregated in two types of outcomes: cognitive (i.e., knowledge and skills), and affective (i.e., motivation and attitudes). For case method, meta-analytic results were significant for cognitive outcomes, but not for affective outcomes. Furthermore, the case method demonstrated a higher effect than lecture method in the teaching of cognitive outcomes. We also evaluate the effect of two moderators on these relationships, reporting significant effects in undergraduate students and non-significant moderation in cultural values. We discuss and interpret these findings considering different learning theories and propose both theoretical and practical implications.
Idioma original | Inglés |
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Número de artículo | 100935 |
Publicación | International Journal of Management Education |
Volumen | 22 |
N.º | 1 |
DOI | |
Estado | Publicada - mar. 2024 |
Huella
Profundice en los temas de investigación de 'A meta-analysis of the influence of case method and lecture teaching on cognitive and affective learning outcomes'. En conjunto forman una huella única.Prensa/Medios de comunicación
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Findings from Pontificia University Javeriana Reveals New Findings on Management Education (A Meta-analysis of the Influence of Case Method and Lecture Teaching On Cognitive and Affective Learning Outcomes)
04/03/24
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