A meta-analysis of the influence of case method and lecture teaching on cognitive and affective learning outcomes

Abstract

The widespread use of case method around the world, coupled with conflicting evidence about its effectiveness compared to the traditional lecture method, motivated this study. We meta-analyzed 22 investigations that report 86 effect sizes aggregated in two types of outcomes: cognitive (i.e., knowledge and skills), and affective (i.e., motivation and attitudes). For case method, meta-analytic results were significant for cognitive outcomes, but not for affective outcomes. Furthermore, the case method demonstrated a higher effect than lecture method in the teaching of cognitive outcomes. We also evaluate the effect of two moderators on these relationships, reporting significant effects in undergraduate students and non-significant moderation in cultural values. We discuss and interpret these findings considering different learning theories and propose both theoretical and practical implications.