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ERIC Number: ED548788
Record Type: Non-Journal
Publication Date: 2012
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-7703-7
Case-Based Lessons: A Quantitative Study of How Case Studies Impact Teacher Efficacy for the Application of Principles of Motivation
O'Neil, Kathrine Pamela
ProQuest LLC, Ph.D. Dissertation, The Ohio State University
The purpose of this quantitative study was to provide a response to the following question: Does the use of video case studies focused on motivation increase undergraduates' sense of efficacy for applying principles of motivation? I examined the proposed research question using quantitative methods over the course of two 10-week quarters. Participants in the study were undergraduates enrolled in four sections of an educational psychology course. Participants completed four existing measures at three time points. During the second time point subjects were assigned to an experimental group that viewed a video case study or a control group that watched a lecture on motivation. Multiple repeated measures analysis of variance indicated that those who viewed the video case study were significantly less likely to believe in using performance approaches in their future classrooms than those who watched the control video but were slightly more likely to have a lower sense of personal teaching efficacy. Results of this study indicate further research is needed involving greater exposure to cases and deeper integration of cases in teacher education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A