Students reported cognitive benefits of case-based learning, with CBL2 frequencies higher but time-management problems reported¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? 10 of 20 students (50%) said CBL contributed to meaningful learning, and 9 (45%) said learning was more permanent and steered them to research. → İlhan-Beyaztaş and Özdemir 2018
q2 i? 5 students (25%) from the CBL-2 group stated they had problems managing time effectively. → İlhan-Beyaztaş and Özdemir 2018
Evidence¶
İlhan-Beyaztaş and Özdemir 2018¶
Dilek İlhan-Beyaztaş, Burhanettin Özdemir. (2018). The Effect of Case-Based Curriculum on Cognitive and Affective Characteristics of Students. Journal of Education and Training Studies, Vol. 6, No. 3. https://doi.org/10.11114/jets.v6i3.3035
q2 · i? · causal · r1
Content analysis of the 20 interviews under the Cognitive Impact theme; 6 of 20 (30%) reported active participation and 5 (25%) improved interpretation skills. Frequencies of the CBL-2 practice were observed to be higher, but 5 (25%) CBL-2 students reported problems in managing time effectively.
"When Table 7 is examined, 10 (50%) of the 20 students expressed that CBL contributed to meaningful learning, and 9 (45%) stated that their learning was more permanent and steered them to research."
Discussion¶
Related Claims¶
- Students reported that case-based learning increased interest in the course and awareness of the teaching profession — related
- Students reported that case-based learning positively affected socialization, communication and cooperative working — related
- CBL1 and CBL2 implementations did not differ significantly from each other in post-test acquisition scores — related
- MSLQ learning strategy scores improved significantly pre- to post-course, with practice effects ruled out for cognitive and resource management strategies but possibly contributing to metacognitive strategy gains — related
- Students reported that ABSL activities helped them understand subjects better, learn permanently, become more active, and increased their interest and attitudes towards social studies — related
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