000161756 001__ 161756
000161756 005__ 20251017144558.0
000161756 0247_ $$2doi$$a10.21125/edulearn.2022.0743
000161756 0248_ $$2sideral$$a132251
000161756 037__ $$aART-2022-132251
000161756 041__ $$aeng
000161756 100__ $$0(orcid)0000-0001-6565-9699$$aOlivan-Blázquez, Bárbara$$uUniversidad de Zaragoza
000161756 245__ $$aFrom the analysis of a case study to the creation of storytelling as an active learning methodology and its comparison in relation to academic performance and satisfaction
000161756 260__ $$c2022
000161756 5203_ $$aCase-based learning (CBL) methodology, also called storytelling or case study (CS), is used in a large number of disciplines. This teaching-learning method has been defended as an effective tool for developing skills such as critical thinking, communication skills, or teamwork, in addition to seeking an exchange and collective construction of knowledge. Working with CS makes it easier to apply theory to practice, to apply conceptual content to real-world situations, providing meaningful learning that improves academic results and student satisfaction. This methodology may be developed in an active way, creating a CS, or analysing a proposed CS. Since, the objective of this project was to study the effectiveness of the case-based learning (CBL) methodology, in an active way, creating a CS or analyzing a proposed CS in relationship with the academic performance and the satisfaction in the Degree of Social Work.
Methodology:
An observational study was carried out. 140 students enrolled in the subject Social Work with groups, in the Social Work degree at the University of Zaragoza (Spain), developed both activities of CS, analyzing a proposed case, and creating a specific CS.
The collected variables were academic performance in every activity and the student satisfaction with the subject and the methodology used, (evaluated by a self-made questionnaire consisting of seven questions answered on a Likert scale). A comparison analysis of both activities was performed using the Mann-Whitney U statistic and Student's T based on their distribution.
Results:
In terms of the academic performance result variable, the students obtained higher academic performance when analyzing a proposed CS compared when creating a CS. No significant differences were found with regards to satisfaction with the activities except for the item “it has helped me to think more critically” and “it has helped me to apply theoretical content to practice”, being higher when creating a CS.
Conclusions
To create a CS could mean a higher difficulty but the students feel that is more useful for thinking more critically and applying theoretical content to practice.
000161756 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000161756 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000161756 700__ $$0(orcid)0000-0002-4252-115X$$aAsensio-Martínez, Ángela$$uUniversidad de Zaragoza
000161756 700__ $$0(orcid)0000-0003-2683-7346$$aAguilar-Latorre, Alejandra
000161756 700__ $$aSamper-Pardo, Mario
000161756 700__ $$0(orcid)0000-0002-1200-5904$$aLeón-Herrera, Sandra$$uUniversidad de Zaragoza
000161756 700__ $$0(orcid)0000-0002-6409-9041$$aMéndez-López de-la-Manzanara, Fátima
000161756 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000161756 773__ $$g2022 (2022), 2936-2940$$pEDULEARN proc.$$tEDULEARN proceedings$$x2340-1117
000161756 8564_ $$s7581152$$uhttps://zaguan.unizar.es/record/161756/files/texto_completo.pdf$$yVersión publicada
000161756 8564_ $$s1792502$$uhttps://zaguan.unizar.es/record/161756/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000161756 909CO $$ooai:zaguan.unizar.es:161756$$particulos$$pdriver
000161756 951__ $$a2025-10-17-14:13:41
000161756 980__ $$aARTICLE