Comparing the effectiveness of case-based learning and problem-based learning in a core finance class

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Education for Business Pub Date : 2023-11-02 DOI:10.1080/08832323.2023.2277272
Nilakshi Borah, Shishir Paudel, Adam Stivers
{"title":"Comparing the effectiveness of case-based learning and problem-based learning in a core finance class","authors":"Nilakshi Borah, Shishir Paudel, Adam Stivers","doi":"10.1080/08832323.2023.2277272","DOIUrl":null,"url":null,"abstract":"AbstractThis study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.Keywords: Case-based learningproblem-based learningfinance pedagogycorporate financecases in finance Disclosure statementThe authors report there are no competing interests to declare.Notes1 The mixed-methods approach is chosen to allow a baseline comparison of students across semesters when the same instructional method is used (CBL). It also allows for a longitudinal comparison of CBL versus PBL.2 The multiple-choice questions used for this experiment are part of the exams that include problem-solving/essay-type questions as well. The exams themselves constitute 75% of the total class grade. The instructor curves the test/class grades as needed to achieve a distribution range that is within the college/departmental practices. Historically, the actual course grades of D/F have seldom exceeded 10%.3 We also gave students in each semester a survey asking them how they would rate their learning in the class compared to their other classes on a 1-5 Likert scale (with 1 representing learning a lot less in the class and 5 representing learning a lot more in the class). In these unreported results (available upon request from the authors), we observe an average response of 3.9 (median of 4) in the CBL semester and 3.4 (median of 3.5) in the mixed methods semester.Additional informationFundingThis work was supported by funding from the University of Wisconsin-La Crosse College of Business Administration and the Menard Family Midwest Initiative for Economic Engagement and Research.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"57 2","pages":"0"},"PeriodicalIF":1.3000,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08832323.2023.2277272","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

AbstractThis study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.Keywords: Case-based learningproblem-based learningfinance pedagogycorporate financecases in finance Disclosure statementThe authors report there are no competing interests to declare.Notes1 The mixed-methods approach is chosen to allow a baseline comparison of students across semesters when the same instructional method is used (CBL). It also allows for a longitudinal comparison of CBL versus PBL.2 The multiple-choice questions used for this experiment are part of the exams that include problem-solving/essay-type questions as well. The exams themselves constitute 75% of the total class grade. The instructor curves the test/class grades as needed to achieve a distribution range that is within the college/departmental practices. Historically, the actual course grades of D/F have seldom exceeded 10%.3 We also gave students in each semester a survey asking them how they would rate their learning in the class compared to their other classes on a 1-5 Likert scale (with 1 representing learning a lot less in the class and 5 representing learning a lot more in the class). In these unreported results (available upon request from the authors), we observe an average response of 3.9 (median of 4) in the CBL semester and 3.4 (median of 3.5) in the mixed methods semester.Additional informationFundingThis work was supported by funding from the University of Wisconsin-La Crosse College of Business Administration and the Menard Family Midwest Initiative for Economic Engagement and Research.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
比较案例型学习与问题型学习在金融核心课程中的效果
摘要本研究探讨了案例学习在金融核心课程中是否能提高学生的学习成绩。它分析了美国一所地区性公立大学学生两个学期的考试成绩。在第一学期,CBL被用来教授中级公司财务课程的两个部分。在接下来的学期中,本学期的上半学期采用CBL教学,下半学期采用基于问题的学习(PBL)教学。差中差分析表明,CBL方法优于PBL方法。此外,对学生成绩分布的分析似乎表明,CBL方法在顶层和底层都提升了学生。关键词:案例型学习;问题型学习;财务教学;财务披露报表中的企业财务案例;注1选择混合方法方法是为了在使用相同教学方法(CBL)的情况下,对不同学期的学生进行基线比较。它还允许对CBL和pbl进行纵向比较。2本实验中使用的多项选择题是考试的一部分,包括解决问题/论文类型的问题。考试本身占班级总成绩的75%。教师根据需要调整考试/班级成绩,以达到符合学院/院系实践的分布范围。历史上,D/F的实际课程成绩很少超过10%我们还在每个学期给学生做一项调查,询问他们如何用1-5的李克特量表(1代表在课堂上学得少得多,5代表在课堂上学得多)来评价自己在课堂上的学习情况。在这些未报告的结果(应作者要求提供)中,我们观察到CBL学期的平均反应为3.9(中位数为4),混合方法学期的平均反应为3.4(中位数为3.5)。本研究得到了威斯康星大学拉克罗斯工商管理学院和梅纳德家族中西部经济参与与研究倡议的资助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Journal of Education for Business
Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
8.30%
发文量
32
期刊介绍: The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.
期刊最新文献
Comparative analysis of student evaluations: Exploring the effects of course modality and type in graduate business courses Embedded SDGs in undergraduate business sustainability programs curricula We have talent: Mock group interviewing improves employer perceived competence on hireability Unveiling student intention towards entrepreneurship development—a bibliometric investigation Measuring the impact of faculty development programmes on business schools’ performance in Pakistan
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1