Peer Reviewed Articles on Teachers Using Student Data

• Journal List
• J Microbiol Biol Educ
• v.sixteen(1); 2015 May
• PMC4416499

J Microbiol Biol Educ. 2015 May; xvi(ane): 21–28.

Case Written report Teaching Method Improves Student Operation and Perceptions of Learning Gains^†

Supplementary Materials

• Appendix one: Example assessment questions used to assess the effectiveness of case studies at promoting learning

• Appendix 2: Student learning gains were assessed using a modified version of the SALG class evaluation tool

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Abstract

Post-obit years of widespread utilize in concern and medical education, the example study didactics method is becoming an increasingly common teaching strategy in scientific discipline didactics. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more than effective than classroom discussions and textbook reading at promoting learning of primal biological concepts, development of written and speech skills, and comprehension of the relevance of biological concepts to everyday life. This study besides tested the hypothesis that case studies produced by the instructor of a form are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, functioning on quantitative learning assessments and pupil perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported hither suggest that example studies, regardless of the source, are significantly more than effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA construction and replication. This finding was positively correlated to increased pupil perceptions of learning gains associated with oral and written advice skills and the power to recognize connections betwixt biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in scientific discipline courses.

INTRODUCTION

The example study education method is a highly adaptable mode of teaching that involves problem-based learning and promotes the development of belittling skills (8). Past presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of Blossom's taxonomy of cognitive learning; moving beyond call up of knowledge to assay, evaluation, and application (i, 9). Similarly, case studies facilitate interdisciplinary learning and tin be used to highlight connections between specific academic topics and real-globe societal problems and applications (3, 9). This has been reported to increment student motivation to participate in course activities, which promotes learning and increases performance on assessments (7, 16, 19, 23). For these reasons, case-based pedagogy has been widely used in business and medical educational activity for many years (4, 11, 12, 14). Although instance studies were considered a novel method of science education just twenty years ago, the case report education method has gained popularity in contempo years among an array of scientific disciplines such as biological science, chemistry, nursing, and psychology (5–vii, 9, 11, 13, xv–17, 21, 22, 24).

Although there is now a noun and growing body of literature describing how to develop and use case studies in science didactics, electric current inquiry on the effectiveness of instance study teaching at meeting specific learning objectives is of limited scope and depth. Studies have shown that working in groups during completion of example studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student date in case report activities, particularly amidst non-science majors, women, and freshmen (vii, 21, 22). Case study teaching has been shown to improve exam performance in an beefcake and physiology form, increasing the mean score across all exams given in a two-semester sequence from 66% to 73% (v). Use of example studies was also shown to improve students' ability to synthesize complex belittling questions about the real-world issues associated with a scientific topic (6). In a high school chemistry course, it was demonstrated that the case written report teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance (24). This result on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance (19, 24). Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation amongst students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts (23).

Despite what is known most the effectiveness of case studies in science education, questions remain about the functionality of the case study didactics method at promoting specific learning objectives that are important to many undergraduate biology courses. A recent survey of teachers who use instance studies constitute that the topics nearly often covered in full general biology courses included genetics and heredity, cell structure, cells and energy, chemical science of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the instance study teaching method (8). However, the existing body of literature lacks direct evidence that the case written report method is an effective tool for teaching most this collection of important topics in biology courses. Further, the extent to which case study teaching promotes development of scientific discipline communication skills and the ability to sympathise the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses. Although many instructors take produced case studies for use in their own classrooms, the production of novel case studies is fourth dimension-consuming and requires skills that not all instructors have perfected. It is therefore important to determine whether example studies published by instructors who are unaffiliated with a particular grade can be used finer and obviate the need for each instructor to develop new case studies for their own courses. The results reported herein indicate that teaching with case studies results in significantly higher performance on test questions near chemic bonds, osmosis and improvidence, mitosis and meiosis, and Dna construction and replication than that achieved past course discussions and textbook reading for topics of like complexity. Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral advice skills and the ability to grasp connections betwixt scientific topics and their real-world applications. The effectiveness of the example study instruction method at increasing bookish performance was not correlated to whether the case study used was authored by the teacher of the course or by an unaffiliated instructor. These findings back up increased use of published case studies in the teaching of a diverseness of biological concepts and learning objectives.

METHOD

Student population

This study was conducted at Kingsborough Customs College, which is part of the Metropolis Academy of New York arrangement, located in Brooklyn, New York. Kingsborough Community College has a various population of approximately 19,000 undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general (introductory) biology for biology majors during the leap, wintertime, or summer semester of 2014. A total of 63 students completed the class during this fourth dimension menstruation; 56 students consented to the inclusion of their data in the report. Of the students included in the study, 23 (41%) were male person and 33 (59%) were female; 40 (71%) were registered as college freshmen and 16 (29%) were registered equally higher sophomores. To normalize participant groups, the same educatee population pooled from three classes taught by the same instructor was used to assess both experimental and control pedagogy methods.

Course material

The 4 biological concepts assessed during this study (chemical bonds, osmosis and improvidence, mitosis and meiosis, and Dna structure and replication) were selected equally topics for studying the effectiveness of instance study teaching because they were the key concepts addressed by this particular form that were well-nigh likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions. At the offset of this report, relevant existing instance studies were freely available from the National Center for Case Study Teaching in Science (NCCSTS) to accost mitosis and meiosis and DNA structure and replication, merely published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not bachelor. Therefore, original case studies that addressed the latter ii topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former ii topics. By the conclusion of this study, all 4 instance studies had been peer-reviewed and accepted for publication by the NCCSTS (http://sciencecases.lib.buffalo.edu/cs/). Four of the remaining core topics covered in this course (macromolecules, photosynthesis, genetic inheritance, and translation) were selected as control lessons to provide command assessment data.

To minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with example studies, and an equal amount of form time was allocated for each instance study and the corresponding control lesson. Didactics related to command lessons was delivered using minimal slide-based lectures, with accent on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large grouping discussion of key points. Completion of activities and word related to all case studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-domicile portion of the osmosis and diffusion case study.

Data collection and assay

This report was performed in accordance with a protocol approved by the Kingsborough Community College Homo Research Protection Plan and the Institutional Review Lath (IRB) of the Urban center University of New York (CUNY IRB reference 539938-1; KCC IRB application #: KCC 13-12-126-0138). Cess scores were collected from regularly scheduled grade examinations. For each example study, control questions were included on the same examination that were like in number, format, point value, and difficulty level, but related to a different topic covered in the course that was of similar complexity. Complexity and difficulty of both instance report and control questions were evaluated using experiential data from previous iterations of the course; the Flower'southward taxonomy designation and corporeality of material covered by each question, too every bit the average score on similar questions accomplished past students in previous iterations of the course was considered in determining appropriate controls. All assessment questions were scored using a standardized, pre-adamant rubric. Pupil perceptions of learning gains were assessed using a modified version of the Student Assessment of Learning Gains (SALG) course evaluation tool (http://www.salgsite.org), distributed in hardcopy and completed anonymously during the last calendar week of the form. Students were presented with a consent form to opt-in to having their data included in the data assay. After the course had ended and final form grades had been posted, data from consenting students were pooled in a database and identifying information was removed prior to assay. Statistical assay of data was conducted using the Kruskal-Wallis 1-way analysis of variance and calculation of the Rⁱⁱ coefficient of determination.

RESULTS

Teaching with case studies improves operation on learning assessments, independent of case report origin

To evaluate the effectiveness of the instance study teaching method at promoting learning, student performance on exam questions related to cloth covered by instance studies was compared with performance on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served equally control items; assessment items for each case written report were compared with control items that were of similar format, difficulty, and betoken value (Appendix one). Each of the iv case studies resulted in an increase in test performance compared with control questions that was statistically significant, with an boilerplate difference of 18% (Fig. i). The mean score on instance study-related questions was 73% for the chemical bonds case written report, 79% for osmosis and diffusion, 76% for mitosis and meiosis, and lxx% for DNA structure and replication (Fig. 1). The mean score for non-case study-related control questions was 60%, 54%, 60%, and 52%, respectively (Fig. 1). In terms of test operation, no significant difference betwixt example studies produced by the instructor of the form (chemic bonds and osmosis and diffusion) and those produced by unaffiliated instructors (mitosis and meiosis and Dna structure and replication) was indicated by the Kruskal-Wallis one-fashion analysis of variance. However, the 25% divergence between the mean score on questions related to the osmosis and diffusion example written report and the hateful score on the paired command questions was notably college than the 13–18% differences observed for the other instance studies (Fig. 1).

Case study pedagogy method increases student performance on examination questions. Mean score on a set of examination questions related to lessons covered by case studies (black confined) and paired control questions of similar format and difficulty nearly an unrelated topic (white confined). Chemical bonds, n = 54; Osmosis and diffusion, n = 54; Mitosis and meiosis, n = 51; Deoxyribonucleic acid structure and replication, n = fifty. Error bars represent the standard mistake of the hateful (SEM). Asterisk indicates p < 0.05.

Example study instruction increases student perception of learning gains related to core course objectives

Educatee learning gains were assessed using a modified version of the SALG form evaluation tool (Appendix 2). To make up one's mind whether completing case studies was more than effective at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of educatee learning gains for each were compared. In response to the question "Overall, how much did each of the following aspects of the class help your learning?" 82% of students responded that example studies helped a "good" or "great" amount, compared with 70% for participating in class discussions and 58% for completing textbook reading; only 4% of students responded that case studies helped a "small amount" or "provided no help," compared with 2% for class discussions and 22% for textbook reading (Fig. 2A). The differences in reported learning gains derived from the utilize of case studies compared with form discussion and textbook readings were statistically meaning, while the deviation in learning gains associated with class discussion compared with textbook reading was not statistically significant by a narrow margin (p = 0.051).

The case study teaching method increases student perceptions of learning gains. Student perceptions of learning gains are indicated by plotting responses to the question "How much did each of the post-obit activities: (A) Assist your learning overall? (B) Improve your ability to communicate your knowledge of scientific concepts in writing? (C) Amend your ability to communicate your cognition of scientific concepts orally? (D) Help yous understand the connections between scientific concepts and other aspects of your everyday life?" Reponses are represented as follows: Helped a great amount (black bars); Helped a good corporeality (dark gray bars); Helped a moderate amount (medium gray bars); Helped a small amount (light grayness bars); Provided no assistance (white bars). Asterisk indicates p < 0.05.

To elucidate the effectiveness of case studies at promoting learning gains related to specific course learning objectives compared with grade discussions and textbook reading, students were asked how much each of these methods of content delivery specifically helped better skills that were integral to fulfilling three main grade objectives. When students were asked how much each of the methods helped "ameliorate your ability to communicate knowledge of scientific concepts in writing," 81% of students responded that case studies help a "skilful" or "great" amount, compared with 63% for class discussions and 59% for textbook reading; but 6% of students responded that example studies helped a "pocket-size amount" or "provided no help," compared with eight% for course discussions and 21% for textbook reading (Fig. 2B). When the same question was posed about the ability to communicate orally, 81% of students responded that case studies assistance a "skillful" or "great" amount, compared with 68% for course discussions and l% for textbook reading, while the corresponding response rates for helped a "small corporeality" or "provided no help," were 4%, 6%, and 25% (Fig. 2C). The differences in learning gains associated with both written and oral communication were statistically meaning when completion of case studies was compared with either participation in form discussion or completion of textbook readings. Compared with textbook reading, grade discussions led to a statistically meaning increase in oral merely non written advice skills.

Students were so asked how much each of the methods helped them "understand the connections between scientific concepts and other aspects of your everyday life." A total of 79% of respondents declared that case studies help a "adept" or "great" amount, compared with seventy% for class discussions and 57% for textbook reading (Fig. 2D). Only iv% stated that case studies and class discussions helped a "small-scale amount" or "provided no assist," compared with 21% for textbook reading (Fig. 2D). Similar to overall learning gains, the apply of case studies significantly increased the ability to understand the relevance of scientific discipline to everyday life compared with grade discussion and textbook readings, while the difference in learning gains associated with participation in class discussion compared with textbook reading was non statistically significant (p = 0.054).

Student perceptions of learning gains resulting from instance written report didactics are positively correlated to increased operation on examinations, but independent of case study author

To exam the hypothesis that case studies produced specifically for this course past the instructor were more constructive at promoting learning gains than topically relevant example studies published by authors not associated with this course, perceptions of learning gains were compared for each of the example studies. For both of the case studies produced past the teacher of the course, 87% of students indicated that the case study provided a "good" or "great" amount of assistance to their learning, and 2% indicated that the case studies provided "little" or "no" help (Table 1). In comparing, an boilerplate of 85% of students indicated that the case studies produced by an unaffiliated instructor provided a "expert" or "nifty" amount of assist to their learning, and 4% indicated that the instance studies provided "piffling" or "no" help (Tabular array 1). The teacher-produced case studies yielded both the highest and lowest percentage of students reporting the highest level of learning gains (a "corking" corporeality), while example studies produced past unaffiliated instructors yielded intermediate values. Therefore, it tin can be concluded that the effectiveness of instance studies at promoting learning gains is not significantly affected by whether or not the course instructor authored the example study.

Tabular array one.

Instance studies positively touch student perceptions of learning gains nigh diverse biological topics.

Case Study Topic	Case Report Writer	Provided a Great Amount of Help	Provided a Practiced Amount of Help	Provided a Moderate Amount of Help	Provided a Small Amount of Help	Provided No Help
Chemical bonds	Yee and Bonney (25)	37%	50%	11%	two%	0%
Osmosis and diffusion	Bonney (2)	62%	25%	11%	2%	0%
Mitosis and meiosis	Herreid (x)	52%	39%	5%	4%	0%
DNA construction and replication	Pals-Rylaarsdam (18)	55%	23%	18%	2%	two%

Finally, to make up one's mind whether performance on test questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to instance studies were compared with reported perceptions of learning gains for those case studies (Fig. 3). The coefficient of decision (R^two value) was 0.81, indicating a strong, simply not definitive, positive correlation between perceptions of learning gains and performance on examinations, suggesting that student perception of learning gains is a valid tool for assessing the effectiveness of case studies (Fig. 3). This correlation was independent of example report author.

Perception of learning gains but not author of example report is positively correlated to score on related exam questions. Percentage of students reporting that each specific case study provided "a great amount of assist" to their learning was plotted against the point departure between mean score on examination questions related to that case study and mean score on paired control questions. Positive signal differences indicate how much higher the mean scores on instance study-related questions were than the mean scores on paired control questions. Blackness squares represent case studies produced by the teacher of the course; white squares represent case studies produced by unaffiliated instructors. Rⁱⁱ value indicates the coefficient of determination.

DISCUSSION

The purpose of this study was to test the hypothesis that teaching with example studies produced by the instructor of a course is more constructive at promoting learning gains than using case studies produced by unaffiliated instructors. This study also tested the hypothesis that the case report teaching method is more effective than class discussions and textbook reading at promoting learning gains associated with iv of the most commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. In add-on to assessing content-based learning gains, evolution of written and oral advice skills and the ability to connect scientific topics with existent-world applications was also assessed, because these skills were overarching learning objectives of this course, and classroom activities related to both case studies and control lessons were designed to provide opportunities for students to develop these skills. Finally, information were analyzed to determine whether performance on exam questions is positively correlated to student perceptions of learning gains resulting from example written report didactics.

Compared with equivalent control questions most topics of like complication taught using form discussions and textbook readings, all four case studies produced statistically significant increases in the hateful score on examination questions (Fig. 1). This indicates that case studies are more effective than more ordinarily used, traditional methods of content commitment at promoting learning of a variety of core concepts covered in general biological science courses. The boilerplate increase in score on each test detail was equivalent to nearly two letter of the alphabet grades, which is substantial enough to drag the average student performance on test items from the unsatisfactory/declining range to the satisfactory/passing range. The finding that at that place was no statistical difference between case studies in terms of performance on examination questions suggests that case studies are equally constructive at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the outset case study presented (chemic bonds) compared with the other example studies and that performance on exam questions did not progressively increase with each successive case written report suggests that the effectiveness of case studies is not directly related to the corporeality of experience students have using case studies. Furthermore, anecdotal testify from previous semesters of this class suggests that, of the four topics addressed by cases in this study, DNA structure and function and osmosis and diffusion are the start and second almost difficult for students to grasp. The lack of a statistical difference between case studies therefore suggests that the effectiveness of a case report at promoting learning gains is non directly proportional to the difficulty of the concept covered. However, the finding that use of the osmosis and improvidence case study resulted in the greatest increment in examination performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy and could be attributed to the fact that it was the only case study evaluated that included a hands-on experiment. Because the inclusion of a easily-on kinetic activity may synergistically raise student engagement and learning and result in an even greater increase in learning gains than case studies that lack this type of activity, it is recommended that example studies that comprise this type of activity exist preferentially utilized.

Pupil perceptions of learning gains are strongly motivating factors for engagement in the classroom and bookish operation, and then it is important to assess the outcome of any teaching method in this context (nineteen, 24). A modified version of the SALG course evaluation tool was used to appraise educatee perceptions of learning gains because it has been previously validated every bit an efficacious tool (Appendix two) (20). Using the SALG tool, instance study teaching was demonstrated to significantly increase pupil perceptions of overall learning gains compared with class discussions and textbook reading (Fig. 2A). Case studies were shown to be particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and existent-world issues and applications (Figs. 2B–2D). Further, student perceptions of "not bad" learning gains positively correlated with increased performance on exam questions, indicating that assessment of learning gains using the SALG tool is both valid and useful in this class setting (Fig. 3). These findings also suggest that case study teaching could be used to increase pupil motivation and appointment in classroom activities and thus promote learning and functioning on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the form discussions and case studies were both designed to promote agile learning.

Chiefly, at that place was no statistical difference in student performance on examinations attributed to the ii case studies produced by the teacher of the class compared with the two instance studies produced by unaffiliated instructors. The average deviation between the two instructor-produced example studies and the two case studies published past unaffiliated instructors was but 3% in terms of both the boilerplate score on examination questions (76% compared with 73%) and the boilerplate increment in score compared with paired control items (14% compared with 17%) (Fig. one). Even when because the inherent qualitative differences of course grades, these differences are negligible. Similarly, the effectiveness of instance studies at promoting learning gains was non significantly afflicted by the origin of the case study, as evidenced past similar percentages of students reporting "good" and "smashing" learning gains regardless of whether the case study was produced past the form instructor or an unaffiliated teacher (Table i).

The ascertainment that case studies published by unaffiliated instructors are just as effective every bit those produced by the teacher of a course suggests that instructors can reasonably rely on the use of pre-published instance studies relevant to their grade rather than investing the considerable fourth dimension and effort required to produce a novel case report. Case studies covering a wide range of topics in the sciences are bachelor from a number of sources, and many of them are free access. The National Center for Case Study Educational activity in Science (NCCSTS) database (http://sciencecases.lib.buffalo.edu/cs/) contains over 500 instance studies that are freely available to instructors, and are accompanied by teaching notes that provide logistical communication and additional resources for implementing the case report, besides as a set of assessment questions with a password-protected answer fundamental. Case study repositories are too maintained by BioQUEST Curriculum Consortium (http://world wide web.bioquest.org/icbl/cases.php) and the Science Instance Network (http://sciencecasenet.org); both are available for use by instructors from outside institutions.

Information technology should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication past the NCCSTS prior to the completion of this report (2, 10, xviii, 25); the conclusions of this study may not apply to case studies that were not developed in accordance with like standards. Considering case report teaching involves skills such as creative writing and management of dynamic group give-and-take in a way that is not usually integrated into many other teaching methods, it is recommended that novice case report teachers seek grooming or guidance earlier writing their first case study or implementing the method. The lack of a difference observed in the use of case studies from different sources should exist interpreted with some degree of circumspection since only two sources were represented in this study, and each by only 2 cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in class grades even in the absence of a p value that is statistically meaning. For example, there is a meaningful qualitative difference between exam scores that effect in an average grade of C− and test scores that result in an boilerplate class of C+, even if there is no statistically significant divergence betwixt the 2 sets of scores.

In the future, it could be informative to ostend these findings using a larger accomplice, by repeating the study at unlike institutions with dissimilar 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 may also exist informative to examine whether demographic factors such equally pupil historic period and gender modulate the effectiveness of the case study teaching method, and whether case studies piece of work equally well for not-science majors taking a science course compared with those majoring in the subject. Since the topical material used in this study is often included in other classes in both high schoolhouse and undergraduate education, such as jail cell biological science, genetics, and chemistry, the conclusions of this report are direct applicative to a wide range of courses. Before long, information technology is recommended that the use of instance studies in didactics undergraduate general biology and other science courses be expanded, especially for the teaching of capacious issues with real-world applications and in classes where evolution of written and oral advice skills are key objectives. The use of case studies that involve hands-on activities should exist emphasized to maximize the do good of this teaching method. Importantly, instructors can be confident in the use of pre-published case studies to promote learning, as there is no indication that the effectiveness of the case study teaching method is reliant on the production of novel, customized case studies for each class.

SUPPLEMENTAL MATERIALS

• Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning

• Appendix 2: Educatee learning gains were assessed using a modified version of the SALG grade evaluation tool

ACKNOWLEDGMENTS

This article benefitted from a President's Faculty Innovation Grant, Kingsborough Community College. The author declares that there are no conflicts of involvement.

Footnotes

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4416499/