ERIC Number: ED223508
Record Type: Non-Journal
Publication Date: 1982-Nov
Reference Count: N/A
An Evaluation of the Use of Case Studies in Economics at Advanced Level in Schools. Research Papers in Economics Education.
Carr, N. J.
It is hypothesized that, in comparison to the traditional approach, the case studies approach is a more effective way to teach the concept of elasticity of demand. The sample consisted of 26 students, with an average age of 16 years, 9.3 months, who were enrolled in an advanced economics course in an English boy's school. The students were divided into two groups. One group was taught using the traditional approach, in which students were required to read and discuss textbook selections and listen to lectures. The second group read and discussed a case study, which is included in the document. Both groups were taught by the same teacher. Pre- and posttests were administered. No statistically significant difference was found between the scores of the students in the two groups. The use of the case study and the ability to participate in discussion did, however, have a positive effect on the students' interest in the lesson, thus validating the belief of the proponents of the case study method that the increased participation it involves will be a motivating influence. (RM)
Descriptors: Advanced Courses, Case Method (Teaching Technique), Case Studies, Comparative Education, Conventional Instruction, Economics Education, Educational Research, Foreign Countries, Secondary Education, Teaching Methods
London University, Institute of Education, Department of Economics and Business Studies, 20 Bedford Way, London WC1H OAL.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: London Univ. (England). Inst. of Education.
Identifiers - Location: United Kingdom (England)