Understanding the effects of using case studies on student learning in the community college applied science classroom

Abstract

Students in the Applied Science for Healthcare Majors class have illustrated that using case studies is a valuable learning method. Prior to this action research project, students in this class were accustomed only to lecture, then exam, methods. Literature reviews indicated that case studies were effective tools in science classes. Therefore, pre- and post- assessments, formative assessment techniques, student surveys, student interviews, and instructor journaling were monitored and assessed for changes in student learning, retention, and value. The action research-based approach was replicated in two sections of the Applied Science class. Quantitative data collected during the project was conflicting. One section demonstrated a statistically significant change in learning, whereas the other did not. Both sections had insufficient evidence to suggest a statistical change in retention. However, qualitative data from students and the instructor overwhelmingly indicated that the case study method is an effective tool to support student learning techniques.