From 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

Olivan-Blázquez, Bárbara (Universidad de Zaragoza) ; Asensio-Martínez, Ángela (Universidad de Zaragoza) ; Aguilar-Latorre, Alejandra ; Samper-Pardo, Mario ; León-Herrera, Sandra (Universidad de Zaragoza) ; Méndez-López de-la-Manzanara, Fátima

Resumen: Case-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.

Idioma: Inglés

DOI: 10.21125/edulearn.2022.0743

Año: 2022

Publicado en: EDULEARN proceedings 2022 (2022), 2936-2940
ISSN: 2340-1117

Tipo y forma: Article (Published version)

Área (Departamento): Área Psicología Social (Dpto. Psicología y Sociología)