• Our Mission

Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

Students working on projects in a classroom

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

  • How can we limit food waste in the cafeteria?
  • How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
  • How can we improve school attendance?
  • How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

  • The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
  • Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
  • The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
  • The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

  • What do you want students to learn from the discussion of the case?
  • What do they already know that applies to the case?
  • What are the issues that may be raised in discussion?
  • How will the case and discussion be introduced?
  • What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
  • What directions do you need to provide students regarding what they are supposed to do and accomplish?
  • Do you need to divide students into groups or will they discuss as the whole class?
  • Are you going to use role-playing or facilitators or record keepers? If so, how?
  • What are the opening questions?
  • How much time is needed for students to discuss the case?
  • What concepts are to be applied/extracted during the discussion?
  • How will you evaluate students?

To find other cases that already exist, try the following websites:

  • The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
  • A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

  • World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

Creative Commons License

Teaching Guides

  • Online Course Development Resources
  • Principles & Frameworks
  • Pedagogies & Strategies
  • Reflecting & Assessing
  • Challenges & Opportunities
  • Populations & Contexts

Quick Links

  • Services for Departments and Schools
  • Examples of Online Instructional Modules

Search form

  • About Faculty Development and Support
  • Programs and Funding Opportunities

Consultations, Observations, and Services

  • Strategic Resources & Digital Publications
  • Canvas @ Yale Support
  • Learning Environments @ Yale
  • Teaching Workshops
  • Teaching Consultations and Classroom Observations
  • Teaching Programs
  • Spring Teaching Forum
  • Written and Oral Communication Workshops and Panels
  • Writing Resources & Tutorials
  • About the Graduate Writing Laboratory
  • Writing and Public Speaking Consultations
  • Writing Workshops and Panels
  • Writing Peer-Review Groups
  • Writing Retreats and All Writes
  • Online Writing Resources for Graduate Students
  • About Teaching Development for Graduate and Professional School Students
  • Teaching Programs and Grants
  • Teaching Forums
  • Resources for Graduate Student Teachers
  • About Undergraduate Writing and Tutoring
  • Academic Strategies Program
  • The Writing Center
  • STEM Tutoring & Programs
  • Humanities & Social Sciences
  • Center for Language Study
  • Online Course Catalog
  • Antiracist Pedagogy
  • NECQL 2019: NorthEast Consortium for Quantitative Literacy XXII Meeting
  • STEMinar Series
  • Teaching in Context: Troubling Times
  • Helmsley Postdoctoral Teaching Scholars
  • Pedagogical Partners
  • Instructional Materials
  • Evaluation & Research
  • STEM Education Job Opportunities
  • Yale Connect
  • Online Education Legal Statements

You are here

Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

  • Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

YOU MAY BE INTERESTED IN

case study school education

The Poorvu Center for Teaching and Learning routinely supports members of the Yale community with individual instructional consultations and classroom observations.

case study school education

Reserve a Room

The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.

Nancy Niemi in conversation with a new faculty member at the Greenberg Center

Instructional Enhancement Fund

The Instructional Enhancement Fund (IEF) awards grants of up to $500 to support the timely integration of new learning activities into an existing undergraduate or graduate course. All Yale instructors of record, including tenured and tenure-track faculty, clinical instructional faculty, lecturers, lectors, and part-time acting instructors (PTAIs), are eligible to apply. Award decisions are typically provided within two weeks to help instructors implement ideas for the current semester.

  • Subject List
  • Take a Tour
  • For Authors
  • Subscriber Services
  • Publications
  • African American Studies
  • African Studies
  • American Literature
  • Anthropology
  • Architecture Planning and Preservation
  • Art History
  • Atlantic History
  • Biblical Studies
  • British and Irish Literature
  • Childhood Studies
  • Chinese Studies
  • Cinema and Media Studies
  • Communication
  • Criminology
  • Environmental Science
  • Evolutionary Biology
  • International Law
  • International Relations
  • Islamic Studies
  • Jewish Studies
  • Latin American Studies
  • Latino Studies
  • Linguistics
  • Literary and Critical Theory
  • Medieval Studies
  • Military History
  • Political Science
  • Public Health
  • Renaissance and Reformation
  • Social Work
  • Urban Studies
  • Victorian Literature
  • Browse All Subjects

How to Subscribe

  • Free Trials

In This Article Expand or collapse the "in this article" section Case Study in Education Research

Introduction, general overview and foundational texts of the late 20th century.

  • Conceptualisations and Definitions of Case Study
  • Case Study and Theoretical Grounding
  • Choosing Cases
  • Methodology, Method, Genre, or Approach
  • Case Study: Quality and Generalizability
  • Multiple Case Studies
  • Exemplary Case Studies and Example Case Studies
  • Criticism, Defense, and Debate around Case Study

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

  • Data Collection in Educational Research
  • Mixed Methods Research
  • Program Evaluation

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

  • Gender, Power, and Politics in the Academy
  • Non-Formal & Informal Environmental Education
  • Motherscholars
  • Find more forthcoming articles...
  • Export Citations
  • Share This Facebook LinkedIn Twitter

Case Study in Education Research by Lorna Hamilton LAST REVIEWED: 21 April 2021 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201

It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research. The use of case study as teaching method highlights the ways in which the essential qualities of the case—richness of real-world data and lived experiences—can help learners gain insights into a different world and can bring learning to life. The use of case study in this way has been around for about a hundred years or more. Case study use in educational research, meanwhile, emerged particularly strongly in the 1970s and 1980s in the United Kingdom and the United States as a means of harnessing the richness and depth of understanding of individuals, groups, and institutions; their beliefs and perceptions; their interactions; and their challenges and issues. Writers, such as Lawrence Stenhouse, advocated the use of case study as a form that teacher-researchers could use as they focused on the richness and intensity of their own practices. In addition, academic writers and postgraduate students embraced case study as a means of providing structure and depth to educational projects. However, as educational research has developed, so has debate on the quality and usefulness of case study as well as the problems surrounding the lack of generalizability when dealing with single or even multiple cases. The question of how to define and support case study work has formed the basis for innumerable books and discursive articles, starting with Robert Yin’s original book on case study ( Yin 1984 , cited under General Overview and Foundational Texts of the Late 20th Century ) to the myriad authors who attempt to bring something new to the realm of case study in educational research in the 21st century.

This section briefly considers the ways in which case study research has developed over the last forty to fifty years in educational research usage and reflects on whether the field has finally come of age, respected by creators and consumers of research. Case study has its roots in anthropological studies in which a strong ethnographic approach to the study of peoples and culture encouraged researchers to identify and investigate key individuals and groups by trying to understand the lived world of such people from their points of view. Although ethnography has emphasized the role of researcher as immersive and engaged with the lived world of participants via participant observation, evolving approaches to case study in education has been about the richness and depth of understanding that can be gained through involvement in the case by drawing on diverse perspectives and diverse forms of data collection. Embracing case study as a means of entering these lived worlds in educational research projects, was encouraged in the 1970s and 1980s by researchers, such as Lawrence Stenhouse, who provided a helpful impetus for case study work in education ( Stenhouse 1980 ). Stenhouse wrestled with the use of case study as ethnography because ethnographers traditionally had been unfamiliar with the peoples they were investigating, whereas educational researchers often worked in situations that were inherently familiar. Stenhouse also emphasized the need for evidence of rigorous processes and decisions in order to encourage robust practice and accountability to the wider field by allowing others to judge the quality of work through transparency of processes. Yin 1984 , the first book focused wholly on case study in research, gave a brief and basic outline of case study and associated practices. Various authors followed this approach, striving to engage more deeply in the significance of case study in the social sciences. Key among these are Merriam 1988 and Stake 1995 , along with Yin 1984 , who established powerful groundings for case study work. Additionally, evidence of the increasing popularity of case study can be found in a broad range of generic research methods texts, but these often do not have much scope for the extensive discussion of case study found in case study–specific books. Yin’s books and numerous editions provide a developing or evolving notion of case study with more detailed accounts of the possible purposes of case study, followed by Merriam 1988 and Stake 1995 who wrestled with alternative ways of looking at purposes and the positioning of case study within potential disciplinary modes. The authors referenced in this section are often characterized as the foundational authors on this subject and may have published various editions of their work, cited elsewhere in this article, based on their shifting ideas or emphases.

Merriam, S. B. 1988. Case study research in education: A qualitative approach . San Francisco: Jossey-Bass.

This is Merriam’s initial text on case study and is eminently accessible. The author establishes and reinforces various key features of case study; demonstrates support for positioning the case within a subject domain, e.g., psychology, sociology, etc.; and further shapes the case according to its purpose or intent.

Stake, R. E. 1995. The art of case study research . Thousand Oaks, CA: SAGE.

Stake is a very readable author, accessible and yet engaging with complex topics. The author establishes his key forms of case study: intrinsic, instrumental, and collective. Stake brings the reader through the process of conceptualizing the case, carrying it out, and analyzing the data. The author uses authentic examples to help readers understand and appreciate the nuances of an interpretive approach to case study.

Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6:1–6.

DOI: 10.1080/0141192800060101

A key article in which Stenhouse sets out his stand on case study work. Those interested in the evolution of case study use in educational research should consider this article and the insights given.

Yin, R. K. 1984. Case Study Research: Design and Methods . Beverley Hills, CA: SAGE.

This preliminary text from Yin was very basic. However, it may be of interest in comparison with later books because Yin shows the ways in which case study as an approach or method in research has evolved in relation to detailed discussions of purpose, as well as the practicalities of working through the research process.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

  • About Education »
  • Meet the Editorial Board »
  • Academic Achievement
  • Academic Audit for Universities
  • Academic Freedom and Tenure in the United States
  • Action Research in Education
  • Adjuncts in Higher Education in the United States
  • Administrator Preparation
  • Adolescence
  • Advanced Placement and International Baccalaureate Courses
  • Advocacy and Activism in Early Childhood
  • African American Racial Identity and Learning
  • Alaska Native Education
  • Alternative Certification Programs for Educators
  • Alternative Schools
  • American Indian Education
  • Animals in Environmental Education
  • Art Education
  • Artificial Intelligence and Learning
  • Assessing School Leader Effectiveness
  • Assessment, Behavioral
  • Assessment, Educational
  • Assessment in Early Childhood Education
  • Assistive Technology
  • Augmented Reality in Education
  • Beginning-Teacher Induction
  • Bilingual Education and Bilingualism
  • Black Undergraduate Women: Critical Race and Gender Perspe...
  • Blended Learning
  • Case Study in Education Research
  • Changing Professional and Academic Identities
  • Character Education
  • Children’s and Young Adult Literature
  • Children's Beliefs about Intelligence
  • Children's Rights in Early Childhood Education
  • Citizenship Education
  • Civic and Social Engagement of Higher Education
  • Classroom Learning Environments: Assessing and Investigati...
  • Classroom Management
  • Coherent Instructional Systems at the School and School Sy...
  • College Admissions in the United States
  • College Athletics in the United States
  • Community Relations
  • Comparative Education
  • Computer-Assisted Language Learning
  • Computer-Based Testing
  • Conceptualizing, Measuring, and Evaluating Improvement Net...
  • Continuous Improvement and "High Leverage" Educational Pro...
  • Counseling in Schools
  • Critical Approaches to Gender in Higher Education
  • Critical Perspectives on Educational Innovation and Improv...
  • Critical Race Theory
  • Crossborder and Transnational Higher Education
  • Cross-National Research on Continuous Improvement
  • Cross-Sector Research on Continuous Learning and Improveme...
  • Cultural Diversity in Early Childhood Education
  • Culturally Responsive Leadership
  • Culturally Responsive Pedagogies
  • Culturally Responsive Teacher Education in the United Stat...
  • Curriculum Design
  • Data-driven Decision Making in the United States
  • Deaf Education
  • Desegregation and Integration
  • Design Thinking and the Learning Sciences: Theoretical, Pr...
  • Development, Moral
  • Dialogic Pedagogy
  • Digital Age Teacher, The
  • Digital Citizenship
  • Digital Divides
  • Disabilities
  • Distance Learning
  • Distributed Leadership
  • Doctoral Education and Training
  • Early Childhood Education and Care (ECEC) in Denmark
  • Early Childhood Education and Development in Mexico
  • Early Childhood Education in Aotearoa New Zealand
  • Early Childhood Education in Australia
  • Early Childhood Education in China
  • Early Childhood Education in Europe
  • Early Childhood Education in Sub-Saharan Africa
  • Early Childhood Education in Sweden
  • Early Childhood Education Pedagogy
  • Early Childhood Education Policy
  • Early Childhood Education, The Arts in
  • Early Childhood Mathematics
  • Early Childhood Science
  • Early Childhood Teacher Education
  • Early Childhood Teachers in Aotearoa New Zealand
  • Early Years Professionalism and Professionalization Polici...
  • Economics of Education
  • Education For Children with Autism
  • Education for Sustainable Development
  • Education Leadership, Empirical Perspectives in
  • Education of Native Hawaiian Students
  • Education Reform and School Change
  • Educational Statistics for Longitudinal Research
  • Educator Partnerships with Parents and Families with a Foc...
  • Emotional and Affective Issues in Environmental and Sustai...
  • Emotional and Behavioral Disorders
  • Environmental and Science Education: Overlaps and Issues
  • Environmental Education
  • Environmental Education in Brazil
  • Epistemic Beliefs
  • Equity and Improvement: Engaging Communities in Educationa...
  • Equity, Ethnicity, Diversity, and Excellence in Education
  • Ethical Research with Young Children
  • Ethics and Education
  • Ethics of Teaching
  • Ethnic Studies
  • Evidence-Based Communication Assessment and Intervention
  • Family and Community Partnerships in Education
  • Family Day Care
  • Federal Government Programs and Issues
  • Feminization of Labor in Academia
  • Finance, Education
  • Financial Aid
  • Formative Assessment
  • Future-Focused Education
  • Gender and Achievement
  • Gender and Alternative Education
  • Gender-Based Violence on University Campuses
  • Gifted Education
  • Global Mindedness and Global Citizenship Education
  • Global University Rankings
  • Governance, Education
  • Grounded Theory
  • Growth of Effective Mental Health Services in Schools in t...
  • Higher Education and Globalization
  • Higher Education and the Developing World
  • Higher Education Faculty Characteristics and Trends in the...
  • Higher Education Finance
  • Higher Education Governance
  • Higher Education Graduate Outcomes and Destinations
  • Higher Education in Africa
  • Higher Education in China
  • Higher Education in Latin America
  • Higher Education in the United States, Historical Evolutio...
  • Higher Education, International Issues in
  • Higher Education Management
  • Higher Education Policy
  • Higher Education Research
  • Higher Education Student Assessment
  • High-stakes Testing
  • History of Early Childhood Education in the United States
  • History of Education in the United States
  • History of Technology Integration in Education
  • Homeschooling
  • Inclusion in Early Childhood: Difference, Disability, and ...
  • Inclusive Education
  • Indigenous Education in a Global Context
  • Indigenous Learning Environments
  • Indigenous Students in Higher Education in the United Stat...
  • Infant and Toddler Pedagogy
  • Inservice Teacher Education
  • Integrating Art across the Curriculum
  • Intelligence
  • Intensive Interventions for Children and Adolescents with ...
  • International Perspectives on Academic Freedom
  • Intersectionality and Education
  • Knowledge Development in Early Childhood
  • Leadership Development, Coaching and Feedback for
  • Leadership in Early Childhood Education
  • Leadership Training with an Emphasis on the United States
  • Learning Analytics in Higher Education
  • Learning Difficulties
  • Learning, Lifelong
  • Learning, Multimedia
  • Learning Strategies
  • Legal Matters and Education Law
  • LGBT Youth in Schools
  • Linguistic Diversity
  • Linguistically Inclusive Pedagogy
  • Literacy Development and Language Acquisition
  • Literature Reviews
  • Mathematics Identity
  • Mathematics Instruction and Interventions for Students wit...
  • Mathematics Teacher Education
  • Measurement for Improvement in Education
  • Measurement in Education in the United States
  • Meta-Analysis and Research Synthesis in Education
  • Methodological Approaches for Impact Evaluation in Educati...
  • Methodologies for Conducting Education Research
  • Mindfulness, Learning, and Education
  • Multiliteracies in Early Childhood Education
  • Multiple Documents Literacy: Theory, Research, and Applica...
  • Multivariate Research Methodology
  • Museums, Education, and Curriculum
  • Music Education
  • Narrative Research in Education
  • Native American Studies
  • Note-Taking
  • Numeracy Education
  • One-to-One Technology in the K-12 Classroom
  • Online Education
  • Open Education
  • Organizing for Continuous Improvement in Education
  • Organizing Schools for the Inclusion of Students with Disa...
  • Outdoor Play and Learning
  • Outdoor Play and Learning in Early Childhood Education
  • Pedagogical Leadership
  • Pedagogy of Teacher Education, A
  • Performance Objectives and Measurement
  • Performance-based Research Assessment in Higher Education
  • Performance-based Research Funding
  • Phenomenology in Educational Research
  • Philosophy of Education
  • Physical Education
  • Podcasts in Education
  • Policy Context of United States Educational Innovation and...
  • Politics of Education
  • Portable Technology Use in Special Education Programs and ...
  • Post-humanism and Environmental Education
  • Pre-Service Teacher Education
  • Problem Solving
  • Productivity and Higher Education
  • Professional Development
  • Professional Learning Communities
  • Programs and Services for Students with Emotional or Behav...
  • Psychology Learning and Teaching
  • Psychometric Issues in the Assessment of English Language ...
  • Qualitative Data Analysis Techniques
  • Qualitative, Quantitative, and Mixed Methods Research Samp...
  • Qualitative Research Design
  • Quantitative Research Designs in Educational Research
  • Queering the English Language Arts (ELA) Writing Classroom
  • Race and Affirmative Action in Higher Education
  • Reading Education
  • Refugee and New Immigrant Learners
  • Relational and Developmental Trauma and Schools
  • Relational Pedagogies in Early Childhood Education
  • Reliability in Educational Assessments
  • Religion in Elementary and Secondary Education in the Unit...
  • Researcher Development and Skills Training within the Cont...
  • Research-Practice Partnerships in Education within the Uni...
  • Response to Intervention
  • Restorative Practices
  • Risky Play in Early Childhood Education
  • Scale and Sustainability of Education Innovation and Impro...
  • Scaling Up Research-based Educational Practices
  • School Accreditation
  • School Choice
  • School Culture
  • School District Budgeting and Financial Management in the ...
  • School Improvement through Inclusive Education
  • School Reform
  • Schools, Private and Independent
  • School-Wide Positive Behavior Support
  • Science Education
  • Secondary to Postsecondary Transition Issues
  • Self-Regulated Learning
  • Self-Study of Teacher Education Practices
  • Service-Learning
  • Severe Disabilities
  • Single Salary Schedule
  • Single-sex Education
  • Single-Subject Research Design
  • Social Context of Education
  • Social Justice
  • Social Network Analysis
  • Social Pedagogy
  • Social Science and Education Research
  • Social Studies Education
  • Sociology of Education
  • Standards-Based Education
  • Statistical Assumptions
  • Student Access, Equity, and Diversity in Higher Education
  • Student Assignment Policy
  • Student Engagement in Tertiary Education
  • Student Learning, Development, Engagement, and Motivation ...
  • Student Participation
  • Student Voice in Teacher Development
  • Sustainability Education in Early Childhood Education
  • Sustainability in Early Childhood Education
  • Sustainability in Higher Education
  • Teacher Beliefs and Epistemologies
  • Teacher Collaboration in School Improvement
  • Teacher Evaluation and Teacher Effectiveness
  • Teacher Preparation
  • Teacher Training and Development
  • Teacher Unions and Associations
  • Teacher-Student Relationships
  • Teaching Critical Thinking
  • Technologies, Teaching, and Learning in Higher Education
  • Technology Education in Early Childhood
  • Technology, Educational
  • Technology-based Assessment
  • The Bologna Process
  • The Regulation of Standards in Higher Education
  • Theories of Educational Leadership
  • Three Conceptions of Literacy: Media, Narrative, and Gamin...
  • Tracking and Detracking
  • Traditions of Quality Improvement in Education
  • Transformative Learning
  • Transitions in Early Childhood Education
  • Tribally Controlled Colleges and Universities in the Unite...
  • Understanding the Psycho-Social Dimensions of Schools and ...
  • University Faculty Roles and Responsibilities in the Unite...
  • Using Ethnography in Educational Research
  • Value of Higher Education for Students and Other Stakehold...
  • Virtual Learning Environments
  • Vocational and Technical Education
  • Wellness and Well-Being in Education
  • Women's and Gender Studies
  • Young Children and Spirituality
  • Young Children's Learning Dispositions
  • Young Children's Working Theories
  • Privacy Policy
  • Cookie Policy
  • Legal Notice
  • Accessibility

Powered by:

  • [66.249.64.20|195.158.225.230]
  • 195.158.225.230

case study school education

Teaching Resources

case study school education

Nancy Kisangau is a fourth year student at Kenyatta University pursuing a Bachelor degree in Law. Prior to this, she worked in the Kenya National Human Rights Commission as an attaché in the Reforms and accountability department. She has also worked in the government sector as an intern in the National Housing Corporation, a state parastatal committed to effectuating housing rights for Kenyan citizens.

case study school education

Nancy Kisangau

Nairobi kenya.

After graduating with a BA in Economics and English, Amanda worked for the Chilean Ministry of Education as an English teacher in Chile. While there, she volunteered for an urban development NGO that was carrying out 24 community projects and helped draft Frutillar, Chile’s successful application to the UNESCO Creative Cities Network. During her career, she has worked with international youth on educational programs sponsored by the British Council and the U.S. Department of State. She is a former White House intern and an incoming Fulbright Scholar.

case study school education

Name, Title

Lancaster, pennsylvania united states.

Felix is currently a National Youth Service Corp member serving his country, Nigeria at Ministry of Works, Uyo, Akwa Ibom. He graduated from Swansea University, with a bachelor’s degree in Civil Engineering in 2014 and went on to complete a Master’s degree in Civil Engineering in 2017. Felix developed a strong devotion to Youth Empowerment and giving back to his Community during his time at Swansea University from various leadership roles e.g. Sports Officer and Trustee of Swansea University Students’ Union, Treasurer of 2 societies etc. These experiences gave him an appreciation of how initiatives can significantly impact people’s lives.

case study school education

Felix Mmeka

Port harcourt nigeria.

Harun Momanyi is a youth empowerment expert, a socioeconomic development journalist and an entrepreneur. He is passionate about the SDGs. Originally from Kenya, Harun currently works as the Head of Kenya with Reform Africa Group, a Pan-African organization focusing on creating solutions to help youth realize meaningful employment and tackle life challenges better. In 2014, he was finalist in the Haller Prize for Development Journalism, became and ambassador for the NUHA Foundation Global Blogging Prize in 2015, a Forbes Africa 30 Under 30 nominee in 2018 and was shortlisted for the BBC World News Service Komla Dumor Award in 2018.

case study school education

Harun Momanyi

Victor is an Engineer and a problem solver. He is passionate about education and poverty eradication. Victor currently works as Cofounder and facilitator of Tech the girl Child Africa (TGC) an outreach program that seeks to engage over 10,000 girl child, especially in Africa with STEM (Science, Technology, Engineering, Mathematics).   Victor is also serving as Director of sales and marketing at Mingcart, a company he cofounded in 2016 to unify Africa through culture and traditions.   Victor has received a number of prestigious National Merit Scholarship awards for his dedication to education. He hopes see everyone educated someday.

Victor Musa

Abuja nigeria.

Ezinne is a youth passionate about issues pertaining to inclusive growth, sustainable development, climate change and the enormous transformations taking place in especially in Sub-Saharan Africa. She seeks to earn a doctorate degree in Development Economics and her career goal is to be a development economist in an international development organization.

case study school education

Ezinne Uche

Lagos nigeria, announcement: read our impact report.

GSP-colored.png

Global Schools Case-Study Guide Showcasing sustainable development initiatives in school communities globally

The Global Schools guidebook, " Practicing Education for Sustainable Development: Case Study Guide for Educators, Volume 2," will launch at the 2024 ECOSOC Partnership Forum centered around the theme: “Accelerating the recovery from the coronavirus disease (COVID-19) and the full implementation of the 2030 Agenda for Sustainable Development at all levels.” Serving as a testament to innovation, leadership, and collective action, the guidebook showcases how Global Schools Advocates throughout the world incorporate Education for Sustainable Development (ESD) into their curriculum, school-wide practices, and communities. 

SDG Wheel_Transparent.png

Stories on SDG projects and Classroom activities

SDG Wheel_Transparent.png

Successful School-wide Strategies for ESD and GLobal Citizenship

Advice on overcoming challenges from Classroom TEACHERS

Lessons learned for

School stakeholders

SDG Wheel_Transparent.png

Inspiring Stories

TO recognize and

celebrate educators

Global Schools Case Study Guide Volume 2.jpg

The Global Schools guidebook: "Practicing Education for Sustainable Development: Case Study Guide for Educators" launches on International Education Day, January 24th, 2022, in support of the theme   "Changing Course, Transforming Education." The publication showcases the stories of Global Schools Advocates who are implementing sustainable development projects and initiatives in school communities globally. The purpose of this guide is to showcase best practices of educators around the world who have successfully incorporated Education for Sustainable Development (ESD) in their lessons and activities. This case-study guide summarizes lessons learned for educators, teachers, school leadership, and policymakers. It also celebrates educators on International Education Day, while inspiring others to take up school-wide strategies for ESD.

Cover Page GS Guide.jpg

SIGN UP FOR GLOBAL SCHOOLS UPDATES

Get the latest info on our professional development sessions, events, and opportunities to engage with us.

  • Publications
  • Conferences & Events
  • Professional Learning
  • Science Standards
  • Awards & Competitions
  • Daily Do Lesson Plans
  • Free Resources
  • American Rescue Plan
  • For Preservice Teachers

NCCSTS Case Collection

  • Partner Jobs in Education
  • Interactive eBooks+
  • Digital Catalog
  • Regional Product Representatives
  • e-Newsletters
  • Bestselling Books
  • Latest Books
  • Popular Book Series
  • Prospective Authors
  • Web Seminars
  • Exhibits & Sponsorship
  • Conference Reviewers
  • National Conference • Denver 24
  • Leaders Institute 2024
  • Submit a Proposal
  • Latest Resources
  • Professional Learning Units & Courses
  • For Districts
  • Online Course Providers
  • Schools & Districts
  • College Professors & Students
  • The Standards
  • Teachers and Admin
  • eCYBERMISSION
  • Toshiba/NSTA ExploraVision
  • Junior Science & Humanities Symposium
  • Teaching Awards
  • Climate Change
  • Earth & Space Science
  • New Science Teachers
  • Early Childhood
  • Middle School
  • High School
  • Postsecondary
  • Informal Education
  • Journal Articles
  • Lesson Plans
  • e-newsletters
  • Science & Children
  • Science Scope
  • The Science Teacher
  • Journal of College Sci. Teaching
  • Connected Science Learning
  • NSTA Reports
  • Next-Gen Navigator
  • Science Update
  • Teacher Tip Tuesday
  • Trans. Sci. Learning

MyNSTA Community

  • My Collections

Case Study Listserv

Permissions & Guidelines

Submit a Case Study

Resources & Publications

Enrich your students’ educational experience with case-based teaching

The NCCSTS Case Collection, created and curated by the National Center for Case Study Teaching in Science, on behalf of the University at Buffalo, contains nearly a thousand peer-reviewed case studies on a variety of topics in all areas of science.

Cases (only) are freely accessible; subscription is required for access to teaching notes and answer keys.

Subscribe Today

Browse Case Studies

Latest Case Studies

NSF logo

Development of the NCCSTS Case Collection was originally funded by major grants to the University at Buffalo from the National Science Foundation , The Pew Charitable Trusts , and the U.S. Department of Education .

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings
  • Advanced Search
  • Journal List
  • SAGE Open Nurs
  • v.7; Jan-Dec 2021

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

Vidya seshan.

1 Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Gerald Amandu Matua

2 Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Divya Raghavan

Judie arulappan, iman al hashmi, erna judith roach, sheeba elizebath sunderraj, emi john prince.

3 Griffith University, Nathan Campus, Queensland 4111

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Introduction/Background

Recently, educators started to advocate for teaching modalities that not only transfer knowledge ( Shirani Bidabadi et al., 2016 ), but also foster critical and higher-order thinking and student-centered learning ( Wang & Farmer, 2008 ; Onweh & Akpan, 2014). Therefore, educators need to utilize proven teaching strategies to produce positive outcomes for learners (Onweh & Akpan, 2014). Informed by this view point, a teaching strategy is considered effective if it results in purposeful learning ( Centra, 1993 ; Sajjad, 2010 ) and allows the teacher to create situations that promote appropriate learning (Braskamp & Ory, 1994) to achieve the desired outcome ( Hodges et al., 2020 ). Since teaching methods impact student learning significantly, educators need to continuously test the effectives of their teaching strategies to ensure desired learning outcomes for their students given today's dynamic learning environments ( Farashahi & Tajeddin, 2018 ).

In this study, the researchers sought to study the effectiveness of case study analysis as an active, problem-based, student-centered, teacher-facilitated strategy in a baccalaureate-nursing program. This choice of teaching method is supported by the fact that nowadays, active teaching-learning is preferred in undergraduate programs because, they not only make students more powerful actors in professional life ( Bean, 2011 ; Yang et al., 2013 ), but they actually help learners to develop critical thinking skills ( Clarke, 2010 ). In fact, students who undergo such teaching approaches usually become more resourceful in integrating theory with practice, especially as they solve their case scenarios ( Chen et al., 2019 ; Farashahi & Tajeddin, 2018 ; Savery, 2019 ).

Review of Literature

As a pedagogical strategy, case studies allow the learner to integrate theory with real-life situations as they devise solutions to the carefully designed scenarios ( Farashahi & Tajeddin, 2018 ; Hermens & Clarke, 2009). Another important known observation is that case-study-based teaching exposes students to different cases, decision contexts and the environment to experience teamwork and interpersonal relations as “they learn by doing” thus benefiting from possibilities that traditional lectures hardly create ( Farashahi & Tajeddin, 2018 ; Garrison & Kanuka, 2004 ).

Another merit associated with case study method of teaching is the fact that students can apply and test their perspectives and knowledge in line with the tenets of Kolb et al.'s (2014) “experiential learning model”. This model advocates for the use of practical experience as the source of one's learning and development. Proponents of case study-based teaching note that unlike passive lectures where student input is limited, case studies allow them to draw from their own experience leading to the development of higher-order thinking and retention of knowledge.

Case scenario-based teaching also encourages learners to engage in reflective practice as they cooperate with others to solve the cases and share views during case scenario analysis and presentation ( MsDade, 1995 ).

This method results in “idea marriage” as learners articulate their views about the case scenario. This “idea marriage” phenomenon occurs through knowledge transfer from one situation to another as learners analyze scenarios, compare notes with each other, and develop multiple perspectives of the case scenario. In fact, recent evidence shows that authentic case-scenarios help learners to acquire problem solving and collaborative capabilities, including the ability to express their own views firmly and respectfully, which is vital for future success in both professional and personal lives ( Eronen et al., 2019 ; Yajima & Takahashi, 2017 ). In recognition of this higher education trend toward student-focused learning, educators are now increasingly expected to incorporate different strategies in their teaching.

This study demonstrated that when well implemented, educators can use active learning strategies like case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. This study is significant because the findings will help educators in the country and in the region to incorporate active learning strategies such as case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. Besides, most studies on the case study method in nursing literature mostly employ quantitative methods. The shortage of published research on the case study method in the Arabian Gulf region and the scanty use of qualitative methods further justify why we adopted the focus group method for inquiry.

A descriptive qualitative research design using focus group discussion method guided the study. The authors chose this method because it is not only inexpensive, flexible, stimulating but it is also known to help with information recall and results in rich data ( Matua et al., 2014 ; Streubert & Carpenter, 2011 ). Furthermore, as evidenced in the literature, the focus group discussion method is often used when there is a need to gain an in-depth understanding of poorly understood phenomena as the case in our study. The choice of this method is further supported by the scarcity of published research related to the use of case study analysis as a teaching strategy in the Middle Eastern region, thereby further justifying the need for an exploratory research approach for our study.

As a recommended strategy, the researchers generated data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and cased-based teaching approaches. The focus group interviews allowed the study participants to express their experiences and perspectives in their own words. In addition, the investigators integrated participants’ self-reported experiences with their own observations and this enhanced the study findings ( Morgan & Bottorff, 2010 ; Nyumba et al., 2018 ; Parker & Tritter, 2006 ).

Eligibility Criteria

In order to be eligible to participate in the study, the participants had to:

  • be a baccalaureate nursing student in College of Nursing, Sultan Qaboos University
  • register for Maternity Nursing Course in 2017 and 2018.
  • attend all the Case Study Analysis sessions in the courses before the study.
  • show a willingness to participate in the study voluntarily and share their views freely.

The population included the undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018.

The researcher used a purposive sampling technique to choose participants who were capable of actively participating and discussing their views in the focus group interviews. This technique enabled the researchers to select participants who could provide rich information and insights about case study analysis method as an effective teaching strategy. The final study sample included baccalaureate nursing students who agreed to participate in the study by signing a written informed consent. In total, twenty-two (22) students participated in the study, through five focus groups, with each focus group comprising between four and six students. The number of participants was determined by the stage at which data saturation was reached. The point of data saturation is when no new information emerges from additional participants interviewed ( Saunders et al., 2018 ).Focus group interviews were stopped once data saturation was achieved. Qualitative research design with focus group discussion allowed the researchers to generate data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and case-based teaching approaches. The focus group interviews allowed the study participants to express their perspectives in their own words. In addition, the investigators enhanced the study findings by integrating participants’ self-reported experiences with the researchers’ own observations and notes during the study.

The study took place at College of Nursing; Sultan Qaboos University, Oman's premier public university, in Muscat. This is the only setting chosen for the study. The participants are the students who were enrolled in Maternal Health Nursing course during 2017 and 2018. The interviews occurred in the teaching rooms after official class hours. Students who did not participate in the study learnt the course content using the traditional lecture based method.

Ethical Considerations

Permission to conduct the study was granted by the College Research and Ethics Committee (XXXX). Prior to the interviews, each participant was informed about the purpose, benefits as well as the risks associated with participating in the study and clarifications were made by the principal researcher. After completing this ethical requirement, each student who accepted to participate in the study proceeded to sign an informed consent form signifying that their participation in the focus group interview was entirely voluntary and based on free will.

The anonymity of study participants and confidentiality of their data was upheld throughout the focus group interviews and during data analysis. To enhance confidentiality and anonymity of the data, each participant was assigned a unique code number which was used throughout data analysis and reporting phases. To further assure the confidentiality of the research data and anonymity of the participants, all research-related data were kept safe, under lock and key and through digital password protection, with unhindered access only available to the research team.

Research Intervention

In Fall 2017 and Spring 2018 semesters, as a method of teaching Maternal Health Nursing course, all students participated in two group-based case study analysis exercises which were implemented in the 7 th and 13 th weeks. This was done after the students were introduced to the case study method using a sample case study prior to the study. The instructor explained to the students how to solve the sample problem, including how to accomplish the role-specific competencies in the courses through case study analysis. In both weeks, each group consisting of six to seven students was assigned to different case scenarios to analyze and work on, after which they presented their collective solution to the case scenarios to the larger class of 40 students. The case scenarios used in both weeks were peer-reviewed by the researchers prior to the study.

Pilot Study

A group of three students participated as a pilot group for the study. However, the students who participated in the pilot study were not included in the final study as is general the principle with qualitative inquiry because of possible prior exposure “contamination”. The purpose of piloting was to gather data to provide guidance for a substantive study focusing on testing the data collection procedure, the interview process including the sequence and number of questions and probes and recording equipment efficacy. After the pilot phase, the lessons learned from the pilot were incorporated to ensure smooth operations during the actual focus group interview ( Malmqvist et al., 2019 .

Data Collection

The focus group interviews took place after the target population was exposed to case study analysis method in Maternal Health Nursing course during the Fall 2017 and Spring 2018 semesters. Before data collection began, the research team pilot tested the focus group interview guide to ensure that all the guide questions were clear and well understood by study participants.

In total, five (5) focus groups participated in the study, with each group comprising between four and six students. The focus group interviews lasted between 60 and 90 min. In addition to the interview guide questions, participants’ responses to unanswered questions were elicited using prompts to facilitate information flow whenever required. As a best practice, all the interviews were audio-recorded in addition to extensive field notes taken by one of the researchers. The focus group interviews continued until data saturation occurred in all the five (5) focus groups.

Credibility

In this study, participant's descriptions were digitally audio recorded to ensure that no information was lost. In order to ensure that the results are accurate, verbatim transcriptions of the audio recordings were done supported by interview notes. Furthermore, interpretations of the researcher were verified and supported with existing literature with oversight from the research team.

Transferability

The researcher provided a detailed description about the study settings, participants, sampling technique, and the process of data collection and analyses. The researcher used verbatim quotes from various participants to aid the transferability of the results.

Dependability

The researcher ensured that the research process is clearly documented, traceable, and logical to achieve dependability of the research findings. Furthermore, the researcher transparently described the research steps, procedures and process from the start of the research project to the reporting of the findings.

Confirmability

In this study, confirmability of the study findings was achieved through the researcher's efforts to make the findings credible, dependable, and transferable.

Data Analysis

Data were analyzed manually after the lead researcher integrated the verbatim transcriptions with the extensive field notes to form the final data set. Data were analyzed thematically under three thematic areas of a) knowledge development; b) critical thinking and problem solving; and (c) communication and collaboration, which are linked to the study objectives. The researchers used the Six (6) steps approach to conduct a trustworthy thematic analysis: (1) familiarization with the research data, (2) generating initial codes, (3) searching for themes, (4) reviewing the themes, (5) defining and naming themes, (6) writing the report ( Nowell et al., 2017 ).

The analysis process started with each team member individually reading and re-reading the transcripts several times and then identifying meaning units linked to the three thematic areas. The co-authors then discussed in-depth the various meaning units linked to the thematic statements until consensus was reached and final themes emerged based on the study objectives.

A total of 22 undergraduate third-year baccalaureate nursing students who were enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018 participated in the study, through five focus groups, with each group comprising four to six students. Of these, 59% were females and 41% were males. In total, nine subthemes emerged from the three themes. Under knowledge development, emerged the subthemes, “ deepened understanding of content ; “ reduced gap between theory and practice” and “ improved test-taking ability ”. While under Critical thinking and problem solving, emerged the subthemes, “ enhanced critical thinking ability ” and “ heightened curiosity”. The third thematic area of communication and collaboration yielded, “ improved communication ability ”; “ enhanced team-building capacity ”; “ effective collaboration” and “ improved presentation skills ”, details of which are summarized in Table 1 .

Table 1.

Objective Linked Themes and Student Perceptions of Outcome Case Study Analysis.

Theme 1: Knowledge Development

In terms of knowledge development, students expressed delight at the inclusion of case study analysis as a method during their regular theory class. The first subtheme related to knowledge development that supports the adoption of the case study approach is its perceived benefit of ‘ deepened understanding of content ’ by the students as vividly described by this participant:

“ I was able to perform well in the in-course exams as this teaching method enhanced my understanding of the content rather than memorizing ” (FGD#3).

The second subtheme related to knowledge development was informed by participants’ observation that teaching them using case study analysis method ‘ reduced the gap between theory and practice’. This participant's claim stem from the realization that, a case study scenario his group analyzed in the previous week helped him and his colleagues to competently deal with a similar situation during clinical placement the following week, as articulated below:

“ You see when I was caring for mothers in antenatal unit, I could understand the condition better and could plan her care well because me and my group already analyzed a similar situation in class last week which the teacher gave us, this made our work easier in the ward”. (FGD#7).

Another student added that:

“ It was useful as what is taught in the theory class could be applied to the clinical cases.”

This ‘theory-practice’ connection was particularly useful in helping students to better understand how to manage patients with different health conditions. Interestingly, the students reported that they were more likely to link a correct nursing care plan to patients whose conditions were close to the case study scenarios they had already studied in class as herein affirmed:

“ …when in the hospital I felt I could perceive the treatment modality and plan for [a particular] nursing care well when I [had] discussed with my team members and referred the textbook resource while performing case study discussion”. (FGD#17).

In a similar way, another student added:

“…I could relate with the condition I have seen in the clinical area. So this has given me a chance to recall the condition and relate the theory to practice”. (FGD#2) .

The other subtheme closely related to case study scenarios as helping to deepen participant's understanding of the course content, is the notion that this teaching strategy also resulted in ‘ improved test taking-ability’ as this participant's verbatim statement confirms:

“ I could answer the questions related to the cases discussed [much] better during in-course exams. Also [the case scenarios] helped me a great deal to critically think and answer my exam papers” (FGD#11).

Theme 2: Critical Thinking and Problem Solving

In this subtheme, students found the case study analysis as an excellent method to learn disease conditions in the two courses. This perceived success with the case study approach is associated with the method's ability to ‘ enhance students’ critical thinking ability’ as this student declares:

“ This method of teaching increased my ability to think critically as the cases are the situations, where we need to think to solve the situation”. (FGD#5)

This enhanced critical thinking ability attributed to case study scenario analysis was also manifested during patient care where students felt it allowed them to experience a “ flow of patient care” leading to better patient management planning as would typically occur during case scenario analysis. In support of this finding, a participant mentioned that:

“ …I could easily connect the flow of patient care provided and hence was able to plan for [his] management as often required during case study discussion” (FGD#12)

Another subtheme linked with this theme is the “ heightened curiosity” associated with the case scenario discussions. It was clear from the findings that the cases aroused curiosity in the mind of the students. This heightened interest meant that during class discussion, baccalaureate nursing students became active learners, eager to discover the next set of action as herein affirmed:

“… from the beginning of discussion with the group, I was eager to find the answer to questions presented and wanted to learn the best way for patient management” (FGD#14)

Theme 3: Communication and Collaboration

In terms of its impact on student communication, the subtheme revealed that case study analysis resulted in “ improved communication ability” among the nursing students . This enhanced ability of students to exchange ideas with each other may be attributed to the close interaction required to discuss and solve their assigned case scenarios as described by the participant below:

“ as [case study analysis] was done in the way of group discussion, I felt me and my friends communicated more within the group as we discussed our condition. We also learnt from each other, and we became better with time.” (FGD#21).

The next subtheme further augments the notion that case study analysis activities helped to “ enhance team-building capacity” of students as this participant affirmatively narrates:

“ students have the opportunity to meet face to face to share their views, opinion, and their experience, as this build on the way they can communicate with each other and respect each other's opinions and enhance team-building”. (FGD#19).

Another subtheme revealed from the findings show that the small groups in which the case analysis occurs allowed the learners to have deeper and more focused conversations with one another, resulting in “ an effective collaboration between students” as herein declared:

“ We could collaborate effectively as we further went into a deep conversation on the case to solve”. (FGD#16).

Similarly, another student noted that:

“ …discussion of case scenarios helped us to prepare better for clinical postings and simulation lab experience” (FGD#5) .

A fourth subtheme related to communication found that students also identified that case study analysis resulted in “ improved presentation skills”. This is attributed in part to the preparation students have to go through as part of their routine case study discussion activities, which include organizing their presentations and justifying and integrating their ideas. Besides readying themselves for case presentations, the advice, motivation, and encouragement such students receive from their faculty members and colleagues makes them better presenters as confirmed below:

“ …teachers gave us enough time to prepare, hence I was able to present in front of the class regarding the finding from our group.” (FGD#16).

In this study, the researches explored learner's perspectives on how one of the active teaching strategies, case study analysis method impacted their knowledge development, critical thinking, and problem solving as well as communication and collaboration ability.

Knowledge Development

In terms of knowledge development, the nursing students perceived case study analysis as contributing toward: (a) deeper understanding of content, (b) reducing gap between theory and practice, and (c) improving test-taking ability. Deeper learning” implies better grasping and retention of course content. It may also imply a deeper understanding of course content combined with learner's ability to apply that understanding to new problems including grasping core competencies expected in future practice situations (Rickles et al., 2019; Rittle-Johnson et al., 2020 ). Deeper learning therefore occurs due to the disequilibrium created by the case scenario, which is usually different from what the learner already knows ( Hattie, 2017 ). Hence, by “forcing” students to compare and discuss various options in the quest to solve the “imbalance” embedded in case scenarios, students dig deeper in their current understanding of a given content including its application to the broader context ( Manalo, 2019 ). This movement to a deeper level of understanding arises from carefully crafted case scenarios that instructors use to stimulate learning in the desired area (Nottingham, 2017; Rittle-Johnson et al., 2020 ). The present study demonstrated that indeed such carefully crafted case study scenarios did encourage students to engage more deeply with course content. This finding supports the call by educators to adopt case study as an effective strategy.

Another finding that case study analysis method helps in “ reducing the gap between theory and practice ” implies that the method helps students to maintain a proper balance between theory and practice, where they can see how theoretical knowledge has direct practical application in the clinical area. Ajani and Moez (2011) argue that to enable students to link theory and practice effectively, nurse educators should introduce them to different aspects of knowledge and practice as with case study analysis. This dual exposure ensures that students are proficient in theory and clinical skills. This finding further amplifies the call for educators to adequately prepare students to match the demands and realities of modern clinical environments ( Hickey, 2010 ). This expectation can be met by ensuring that student's knowledge and skills that are congruent with hospital requirements ( Factor et al., 2017 ) through adoption of case study analysis method which allows integration of clinical knowledge in classroom discussion on regular basis.

The third finding, related to “improved test taking ability”, implies that case study analysis helped them to perform better in their examination, noting that their experience of going through case scenario analysis helped them to answer similar cases discussed in class much better during examinations. Martinez-Rodrigo et al. (2017) report similar findings in a study conducted among Spanish electrical engineering students who were introduced to problem-based cooperative learning strategies, which is similar to case study analysis method. Analysis of student's results showed that their grades and pass rates increased considerably compared to previous years where traditional lecture-based method was used. Similar results were reported by Bonney (2015) in an even earlier study conducted among biology students in Kings Borough community college students, in New York, United States. When student's performance in examination questions covered by case studies was compared with class-room discussions, and text-book reading, case study analysis approach was significantly more effective compared to traditional methods in aiding students’ performance in their examinations. This finding therefore further demonstrates that case study analysis method indeed improves student's test taking ability.

Critical Thinking and Problem Solving

In terms of critical thinking and problem-solving ability, the use of case study analysis resulted in two subthemes: (a) enhanced critical thinking ability and (b) heightened learner curiosity. The “ enhanced critical thinking ability” implies that case analysis increased student's ability to think critically as they navigated through the case scenarios. This observation agrees with the findings of an earlier questionnaire-based study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh, that showed 81% of respondents agree that case study analysis develops critical thinking ability and enables students to do better problem analysis ( Muhiuddin & Jahan, 2006 ). This observation agrees with the findings of an earlier study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh. The study showed that 81% of respondents agreed that case study analysis facilitated the development of critical thinking ability in the learners and enabled the students to perform better with problem analysis ( Muhiuddin & Jahan, 2006 ).

More recently, Suwono et al. (2017) found similar results in a quasi-experimental research conducted at a Malaysian university. The research findings showed that there was a significant difference in biological literacy and critical thinking skills between the students taught using socio-biological case-based learning and those taught using traditional lecture-based learning. The researchers concluded that case-based learning enhanced the biological literacy and critical thinking skills of the students. The current study adds to the existing pedagogical knowledge base that case study methodology can indeed help to deepen learner's critical thinking and problem solving ability.

The second subtheme related to “ heightened learner curiosity” seems to suggest that the case studies aroused problem-solving interest in learners. This observation agrees with two earlier studies by Tiwari et al. (2006) and Flanagan and McCausland (2007) who both reported that most students enjoyed case-based teaching. The authors add that the case study method also improved student's clinical reasoning, diagnostic interpretation of patient information as well as their ability to think logically when presented a challenge in the classroom and in the clinical area. Jackson and Ward (2012) similarly reported that first year engineering undergraduates experienced enhanced student motivation. The findings also revealed that the students venturing self-efficacy increased much like their awareness of the importance of key aspects of the course for their future careers. The authors conclude that the case-based method appears to motivate students to autonomously gather, analyze and present data to solve a given case. The researchers observed enhanced personal and collaborative efforts among the learners, including improved communication ability. Further still, learners were more willing to challenge conventional wisdom, and showed higher “softer” skills after exposure to case analysis based teaching method. These findings like that of the current study indicate that teaching using case based analysis approach indeed motivates students to engage more in their learning, there by resulting in deeper learning.

Communication and Collaboration

Case study analysis is also perceived to result in: (a) improved communication ability; (b) enhanced team -building capacity, (c) effective collaboration ability, and (d) enhanced presentation skills. The “ improved communication ability ” manifested in learners being better able to exchange ideas with peers, communicating their views more clearly and collaborating more effectively with their colleagues to address any challenges that arise. Fini et al. (2018) report comparable results in a study involving engineering students who were subjected to case scenario brainstorming activities about sustainability concepts and their implications in transportation engineering in selected courses. The results show that this intervention significantly improved student's communication skills besides their higher-order cognitive, self-efficacy and teamwork skills. The researchers concluded that involving students in brainstorming activities related to problem identification including their practical implications, is an effective teaching strategy. Similarly, a Korean study by Park and Choi (2018) that sought to analyze the effects of case-based communication training involving 112 sophomore nursing students concluded that case-based training program improved the students’ critical thinking ability and communication competence. This finding seems to support further the use of case based teaching as an effective teaching-learning strategy.

The “ enhanced team-building capacity” arose from the opportunity students had in sharing their views, opinions, and experiences where they learned to communicate with each other and respect each other's ideas which further enhance team building. Fini et al. (2018) similarly noted that increased teamwork levels were seen among their study respondents when the researchers subjected engineering students to case scenario based-brainstorming activities as occurs with case study analysis teaching. Likewise, Lairamore et al. (2013) report similar results in their study that showed that case study analysis method increased team work ability and readiness among students from five health disciplines in a US-based study.

The finding that case study analysis teaching method resulted in “ effective collaboration ability” among students manifested as students entered into deep conversation as they solved the case scenarios. Rezaee and Mosalanejad (2015) assert that such innovative learning strategies result in noticeable educational outcomes, such as greater satisfaction with and enjoyment of the learning process ( Wellmon et al., 2012 ). Further, positive attitudes toward learning and collaboration have been noted leading to deeper learning as students prepare for case discussions ( Rezaee & Mosalanejad, 2015 ). This results show that case study analysis can be utilized by educators to foster professional collaboration among their learners, which is one of the key expectations of new graduates today.

The finding associated with “improved presentation skills” is consistent with the results of a descriptive study in Saudi Arabia that compared case study and traditional lectures in the teaching of physiology course to undergraduate nursing students. The researchers found that case-based teaching improved student’ overall knowledge and performance in the course including facilitating the acquisition of skills compared to traditional lectures ( Majeed, 2014 ). Noblitt et al. (2010) report similar findings in their study that compares traditional presentation approach with the case study method for developing and improving student's oral communication skills. This finding extends our understanding that case study method improves learners’ presentation skills.

The study was limited to level third year nursing students belonging to only one college and the sample size, which might limit the transferability of the study findings to other settings.

Implications for Practice

These study findings add to the existing body of knowledge that places case study based teaching as a tested method that promotes perception learning where students’ senses are engaged as a result of the real-life and authentic clinical scenarios ( Malesela, 2009 ), resulting in deeper learning and achievement of long-lasting knowledge ( Fiscus, 2018 ). The students reported that case scenario discussions broadened their perspectives, improved their cooperation capacity and communication with each other. This teaching method, in turn, offers students an opportunity to enhance their judgment and critical thinking skills by applying theory into practice.

These skills are critically important because nurses need to have the necessary knowledge and skills to plan high quality care for their patients to achieve a speedy recovery. In order to attain this educational goal, nurse educators have to prepare students through different student- centered strategies. The findings of our study appear to show that when appropriately used, case-based teaching results in acquisition of disciplinary knowledge manifested by deepened understanding of course content, as well as reducing the gap between theory and practice and enhancing learner's test-taking-ability. The study also showed that cased based teaching enhanced learner's critical thinking ability and curiosity to seek and acquire a deeper knowledge. Finally, the study results indicate that case study analysis results in improved communication and enhanced team-building capacity, collaborative ability and improved oral communication and presentation skills. The study findings and related evidence from literature show that case study analysis is well- suited approach for imparting knowledge and skills in baccalaureate nursing education.

This study evaluated the usefulness of Case Study Analysis as a teaching strategy. We found that this method of teaching helps encourages deeper learning among students. For instructors, it provides the opportunity to tailor learning experiences for students to undertake in depth study in order to stimulate deeper understanding of the desired content. The researchers conclude that if the cases are carefully selected according to the level of the students, and are written realistically and creatively and the group discussions keep students well engaged, case study analysis method is more effective than other traditional lecture methods in facilitating deeper and transferable learning/skills acquisition in undergraduate courses.

Conflict of Interest: The authors declare no conflict of interest.

ORCID iD: Judie Arulappan https://orcid.org/0000-0003-2788-2755

  • Ajani K., Moez S. (2011). Gap between knowledge and practice in nursing . Procedia-Social and Behavioral Sciences , 15 , 3927–3931. 10.1016/j.sbspro.2011.04.396 [ CrossRef ] [ Google Scholar ]
  • Bean J. C. (2011). Engaging ideas: The professor’s guide to integrating writing critical thinking and active-learning in the classroom (2nd ed.). Jossey-Bass. [ Google Scholar ]
  • Bonney K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains . Journal of Microbiology & Biology Education , 16 ( 1 ), 21–28. 10.1128/jmbe.v16i1.846 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Braskamp L. A., Ory J. C. (1994). Assessing faculty work: Enhancing individual and institutional performance . Jossey-Bass Higher and Adult Education Series. Jossey-Bass Inc. [ Google Scholar ]
  • Centra J. A. (1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness . Jossey-Bass. [ Google Scholar ]
  • Chen W., Shah U. V., Brechtelsbauer C. (2019). A framework for hands-on learning in chemical engineering education—training students with the end goal in mind . Education for Chemical Engineers , 28 , 25–29. 10.1016/j.ece.2019.03.002 [ CrossRef ] [ Google Scholar ]
  • Clarke J. (2010). Student centered teaching methods in a Chinese setting . Nurse Education Today , 30 ( 1 ), 15–19. 10.1016/j.nedt.2009.05.009 [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Eronen L., Kokko S., Sormunen K. (2019). Escaping the subject-based class: A Finnish case study of developing transversal competencies in a transdisciplinary course . The Curriculum Journal , 30 ( 3 ), 264–278. 10.1080/09585176.2019.1568271 [ CrossRef ] [ Google Scholar ]
  • Factor E. M. R., Matienzo E. T., de Guzman A. B. (2017). A square peg in a round hole: Theory-practice gap from the lens of Filipino student nurses . Nurse Education Today , 57 , 82–87. 10.1016/j.nedt.2017.07.004 [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Farashahi M., Tajeddin M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations . The International Journal of Management Education , 16 ( 1 ), 131–142. 10.1016/j.ijme.2018.01.003 [ CrossRef ] [ Google Scholar ]
  • Fini E. H., Awadallah F., Parast M. M., Abu-Lebdeh T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses . European Journal of Engineering Education , 43 ( 3 ), 473–488. 10.1080/03043797.2017.1393045 [ CrossRef ] [ Google Scholar ]
  • Fiscus J. (2018). Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom [ Doctoral dissertation ]. Source: http://hdl.handle.net/1773/42299 [ Google Scholar ]
  • Flanagan N. A., McCausland L. (2007). Teaching around the cycle: Strategies for teaching theory to undergraduate nursing students . Nursing Education Perspectives , 28 ( 6 ), 310–314. [ PubMed ] [ Google Scholar ]
  • Garrison D. R., Kanuka H. (2004). Blended learning: Uncovering its transformative potential in higher education . The internet and higher education , 7 ( 2 ), 95–105. 10.1016/j.iheduc.2004.02.001 [ CrossRef ] [ Google Scholar ]
  • Hattie J. (2017). Foreword . In Nottingham J. (Ed.), The learning challenge: How to guide your students through the learning pit to achieve deeper understanding . Corwin Press, p. xvii. [ Google Scholar ]
  • Hermens A., Clarke E. (2009). Integrating blended teaching and learning to enhance graduate attributes . Education+ Training , 51 ( 5/6 ), 476–490. [ Google Scholar ]
  • Hickey M. T. (2010). Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice . Journal of Professional Nursing , 26 ( 1 ), 35–41. 10.1016/j.profnurs.2009.03.001 [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Hodges C., Moore S., Lockee B., Trust T., Bond A. (2020). The difference between emergency remote teaching and online learning . Educause review , 27 , 1–12. [ Google Scholar ]
  • Jackson N. R., Ward A. E. (2012). Curiosity based learning: Impact study in 1st year electronics undergraduates. 2012 International Conference on Information Technology Based Higher Education and Training (ITHET), Istanbul, pp. 1–6. 10.1109/ITHET.2012.6246005. [ CrossRef ] [ Google Scholar ]
  • Kolb A. Y., Kolb D. A., Passarelli A., Sharma G. (2014). On becoming an experiential educator: The educator role profile . Simulation & Gaming , 45 ( 2 ), 204–234. 10.1177/1046878114534383 [ CrossRef ] [ Google Scholar ]
  • Lairamore C., George-Paschal L., McCullough K., Grantham M., Head D. (2013). A case-based interprofessional education forum improves students’ perspectives on the need for collaboration, teamwork, and communication . MedEdPORTAL, The Journal of Teaching and learning resources , 9 , 10.15766/mep_2374-8265.9484 [ CrossRef ] [ Google Scholar ]
  • Majeed F. (2014). Effectiveness of case based teaching of physiology for nursing students . Journal of Taibah University Medical Sciences , 9 ( 4 ), 289–292. 10.1016/j.jtumed.2013.12.005 [ CrossRef ] [ Google Scholar ]
  • Malesela J. M. (2009). Case study as a learning opportunity among nursing students in a university . Health SA Gesondheid (Online) , 14 ( 1 ), 33–38. 10.4102/hsag.v14i1.434 [ CrossRef ] [ Google Scholar ]
  • Malmqvist J., Hellberg K., Möllås G., Rose R., Shevlin M. (2019). Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies . International Journal of Qualitative Methods , 18 . 10.1177/1609406919878341 [ CrossRef ] [ Google Scholar ]
  • Manalo E. (ed.). (2019). Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom . Routledge. [ Google Scholar ]
  • Martinez-Rodrigo F., Herrero-De Lucas L. C., De Pablo S., Rey-Boue A. B. (2017). Using PBL to improve educational outcomes and student satisfaction in the teaching of DC/DC and DC/AC converters . IEEE Transactions on Education , 60 ( 3 ), 229–237. 10.1109/TE.2016.2643623 [ CrossRef ] [ Google Scholar ]
  • Matua G. A., Seshan V., Akintola A. A., Thanka A. N. (2014). Strategies for providing effective feedback during preceptorship: Perspectives from an Omani Hospital . Journal of Nursing Education and Practice , 4 ( 10 ), 24. 10.5430/jnep.v4n10p24 [ CrossRef ] [ Google Scholar ]
  • Morgan D. L., Bottorff J. L. (2010). Advancing our craft: Focus group methods and practice . Qualitative Health Research , 20 ( 5 ), 579–581. 10.1177/1049732310364625 [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • MsDade S. A. (1995). Case study pedagogy to advance critical thinking . Teaching psychology , 22 ( 1 ), 9–10. 10.1207/s15328023top2201_3 [ CrossRef ] [ Google Scholar ]
  • Muhiuddin G., Jahan N. (2006). Students’ perception towards case study as a method of learning in the field of business administration’ . The Chittagong University Journal of Business Administration , 21 , 25–41. [ Google Scholar ]
  • Noblitt L., Vance D. E., Smith M. L. D. (2010). A comparison of case study and traditional teaching methods for improvement of oral communication and critical-thinking skills . Journal of College Science Teaching , 39 ( 5 ), 26–32. [ Google Scholar ]
  • Nottingham J. (2017). The learning challenge: How to guide your students through the learning pit to achieve deeper understanding . Corwin Press. [ Google Scholar ]
  • Nowell L. S., Norris J. M., White D. E., Moules N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria . International Journal of Qualitative Methods , 16 ( 1 ). 10.1177/1609406917733847 [ CrossRef ] [ Google Scholar ]
  • Nyumba T., Wilson K., Derrick C. J., Mukherjee N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation . Methods in Ecology and evolution , 9 ( 1 ), 20–32. 10.1111/2041-210X.12860 [ CrossRef ] [ Google Scholar ]
  • Onweh V. E., Akpan U. T. (2014). Instructional strategies and students academic performance in electrical installation in technical colleges in Akwa Ibom State: Instructional skills for structuring appropriate learning experiences for students . International Journal of Educational Administration and Policy Studies , 6 ( 5 ), 80–86. [ Google Scholar ]
  • Park S. J., Choi H. S. (2018). The effect of case-based SBAR communication training program on critical thinking disposition, communication self-efficacy and communication competence of nursing students . Journal of the Korea Academia-Industrial Cooperation Society , 19 ( 11 ), 426–434. 10.5762/KAIS.2018.19.11.426 [ CrossRef ] [ Google Scholar ]
  • Parker A., Tritter J. (2006). Focus group method and methodology: Current practice and recent debate . International Journal of Research & Method in Education , 29 ( 1 ), 23–37. 10.1080/01406720500537304 [ CrossRef ] [ Google Scholar ]
  • Rezaee R., Mosalanejad L. (2015). The effects of case-based team learning on students’ learning, self-regulation and self-direction . Global Journal of Health Science , 7 ( 4 ), 295. 10.5539/gjhs.v7n4p295 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Rickles J., Zeiser K. L., Yang R., O’Day J., Garet M. S. (2019). Promoting deeper learning in high school: Evidence of opportunities and outcomes . Educational Evaluation and Policy Analysis , 41 ( 2 ), 214–234. [ Google Scholar ]
  • Rittle-Johnson B., Star J. R., Durkin K., Loehr A. (2020). Compare and discuss to promote deeper learning. Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom . Routlegde, p. 48. 10.4324/9780429323058-4 [ CrossRef ] [ Google Scholar ]
  • Sajjad S. (2010). Effective teaching methods at higher education level . Pakistan Journal of Special Education , 11 , 29–43. [ Google Scholar ]
  • Saunders B., Sim J., Kingstone T., Baker S., Waterfield J., Bartlam B., Burroughs H., Jinks C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization . Quality & Quantity , 52 ( 4 ), 1893–1907. 10.1007/s11135-017-0574-8 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Savery J. R. (2019). Comparative pedagogical models of problem based learning . The Wiley Handbook of Problem Based Learning , 81–104. 10.1002/9781119173243.ch4 [ CrossRef ] [ Google Scholar ]
  • Shirani Bidabadi N., Nasr Isfahani A., Rouhollahi A., Khalili R. (2016). Effective teaching methods in higher education: Requirements and barriers . Journal of Advances in Medical Education & Professionalism , 4 ( 4 ), 170–178. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Streubert H. J., Carpenter D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative . Wolters Kluwer. [ Google Scholar ]
  • Suwono H., Pratiwi H. E., Susanto H., Susilo H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological case-based learning . JurnalPendidikan IPA Indonesia , 6 ( 2 ), 213–220. 10.15294/jpii.v6i2.9622 [ CrossRef ] [ Google Scholar ]
  • Tiwari A., Lai P., So M., Yuen K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking . Medical Education , 40 ( 6 ), 547–554. 10.1111/j.1365-2929.2006.02481.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Wang V., Farmer L. (2008). Adult teaching methods in China and bloom's taxonomy . International Journal for the Scholarship of Teaching and Learning , 2 ( 2 ), n2. 10.20429/ijsotl.2008 [ CrossRef ] [ Google Scholar ]
  • Wellmon R., Gilin B., Knauss L., Linn M. I. (2012). Changes in student attitudes toward interprofessional learning and collaboration arising from a case-based educational experience . Journal of Allied Health , 41 ( 1 ), 26–34. [ PubMed ] [ Google Scholar ]
  • Yajima K., Takahashi S. (2017). Development of evaluation system of AL students . Procedia Computer Science , 112 , 1388–1395. 10.1016/j.procs.2017.08.056 [ CrossRef ] [ Google Scholar ]
  • Yang W. P., Chao C. S. C., Lai W. S., Chen C. H., Shih Y. L., Chiu G. L. (2013). Building a bridge for nursing education and clinical care in Taiwan—using action research and confucian tradition to close the gap . Nurse Education Today , 33 ( 3 ), 199–204. 10.1016/j.nedt.2012.02.016 [ PubMed ] [ CrossRef ] [ Google Scholar ]

Cart

  • SUGGESTED TOPICS
  • The Magazine
  • Newsletters
  • Managing Yourself
  • Managing Teams
  • Work-life Balance
  • The Big Idea
  • Data & Visuals
  • Reading Lists
  • Case Selections
  • HBR Learning
  • Topic Feeds
  • Account Settings
  • Email Preferences

What the Case Study Method Really Teaches

  • Nitin Nohria

case study school education

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

  • Nitin Nohria is the George F. Baker Jr. Professor at Harvard Business School and the former dean of HBS.

Partner Center

Case Method Project

  • Harvard Business School →
  • Case Method Project →

Bringing case method teaching to high schools & colleges: U.S. History, Government, Civics & Democracy

About the project  .

The Case Method Project is an initiative formed to achieve two goals:

  • Bring case method teaching to high schools and colleges
  • Use this methodology to deepen students’ understanding of American democracy

Based on the highly successful experience of Harvard Business School and other graduate and professional programs that use case-based teaching, we believe the case method can be employed to strengthen high school and college education as well, ensuring a more exciting, relevant, and effective experience for students and teachers across a range of subjects. We also believe the case method can be especially effective at engaging students with topics in history and democracy and that it presents a unique opportunity to help reverse the broad decline in civic education – and civic engagement – in the United States.

Curriculum  

For current partners  .

Already working with the Case Method Project?

Connect to other educators in our network and download case materials via ShareVault .

For Prospective Partners  

Interested in learning more about the Case Method Project?

Find out how to bring the case method to your school.

case study school education

Eleanor Cannon Houston, TX Eleanor Cannon Houston, TX

case study school education

Maureen O’Hern Dorchester, MA Maureen O’Hern Dorchester, MA

case study school education

Michael Gordon Munster, IN Michael Gordon Munster, IN

“ I have had few weeks in teaching that I enjoyed as much as doing this case....My biggest dilemma now is how many cases I want to fit into the year. ”

case study school education

In the News

case study school education

A Better Way to Teach History

  • The Atlantic

case study school education

Rewriting History

  • HBS Alumni Bulletin

case study school education

All Hail Partisan Politics

  • Harvard Gazette

case study school education

How to Teach Civics in School

  • The Economist

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

  • Knowledge Base

Methodology

  • What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

  • Provide new or unexpected insights into the subject
  • Challenge or complicate existing assumptions and theories
  • Propose practical courses of action to resolve a problem
  • Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

  • Exemplify a theory by showing how it explains the case under investigation
  • Expand on a theory by uncovering new concepts and ideas that need to be incorporated
  • Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

  • Academic style
  • Vague sentences
  • Style consistency

See an example

case study school education

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Normal distribution
  • Degrees of freedom
  • Null hypothesis
  • Discourse analysis
  • Control groups
  • Mixed methods research
  • Non-probability sampling
  • Quantitative research
  • Ecological validity

Research bias

  • Rosenthal effect
  • Implicit bias
  • Cognitive bias
  • Selection bias
  • Negativity bias
  • Status quo bias

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, November 20). What Is a Case Study? | Definition, Examples & Methods. Scribbr. Retrieved February 26, 2024, from https://www.scribbr.com/methodology/case-study/

Is this article helpful?

Shona McCombes

Shona McCombes

Other students also liked, primary vs. secondary sources | difference & examples, what is a theoretical framework | guide to organizing, what is action research | definition & examples, what is your plagiarism score.

case study school education

Prepare your students to navigate business challenges by immersing them in real-world scenarios.

Transform business education

Bring excitement into your classroom with engaging case discussions and introduce students to the challenge and fun of making important decisions.

Illustrate business concepts

Help students learn by doing with over 50,000+ cases featuring real-world business scenarios spanning across multiple areas of business.

Encourage new ways of thinking

Student build confidence and critical thinking skills while learning to express their ideas and convince others, setting them up for success in the real world.

Explore Different Types of Cases

Find cases that meet your particular needs.

New! Quick Cases

Quickly immerse students in focused and engaging business dilemmas. No student prep time required.

Traditional cases from HBS and 50+ leading business schools.

Multimedia Cases

Cases that keep students engaged with video, audio, and interactive components.

Search Cases in Your Discipline

Select a discipline and start browsing available cases.

  • Business & Government Relations
  • Business Ethics
  • Entrepreneurship
  • General Management
  • Human Resource Management
  • Information Technology
  • International Business
  • Negotiation
  • Operations Management
  • Organizational Behavior
  • Service Management
  • Social Enterprise

Case Teaching Seminar

Register now for our Teaching with Cases Seminar at Harvard Business School, held June 21 - 22 . Learn how to lead case discussions like a pro and earn a certificate from Harvard Business Publishing.

case study school education

Fundamentals of Case Teaching

Our new, self-paced, online course guides you through the fundamentals for leading successful case discussions at any course level.

case study school education

Case Companion: Build Students’ Confidence in Case Analysis

Case Companion is an engaging and interactive introduction to case study analysis that is ideal for undergraduates or any student new to learning with cases.

Discover Trending Cases

Stay up to date on cases from leading business schools.

Discover new ideas for your courses

Course Explorer lets you browse learning materials by topic, curated by our editors, partners, and faculty from leading business schools. 

Teach with Cases

Explore resources designed to help you bring the case method into your classroom.

Inspiring Minds Articles on Case Teaching

Insights from leading educators about teaching with the case method.

Book: Teaching with Cases: A Practical Guide

A book featuring practical advice for instructors on managing class discussion to maximize learning.

Webinar: How ChatGPT and Other AI Tools Can Maximize the Learning Potential of Your Case-Based Classes

Register now.

Supplements: Inside the Case

Teaching tips and insights from case authors.

Guide: Teaching Cases Online

A guide for experienced educators who are new to online case teaching.

Educator Training: Selecting Cases to Use in Your Classes

Find the right materials to achieve your learning goals.

Educator Training: Teaching with Cases

Key strategies and practical advice for engaging students using the case method.

Frequently Asked Questions

What support can I offer my students around analyzing cases and preparing for discussion?

Case discussions can be a big departure from the norm for students who are used to lecture-based classes. The Case Analysis Coach is an interactive tutorial on reading and analyzing a case study. The Case Study Handbook covers key skills students need to read, understand, discuss and write about cases. The Case Study Handbook is also available as individual chapters to help your students focus on specific skills.

How can I transfer my in-person case teaching plan to an online environment?

The case method can be used in an online environment without sacrificing its benefits. We have compiled a few resources to help you create transformative online learning experiences with the case method. Learn how HBS brought the case method online in this podcast , gather some quick guidance from the article " How to Teach Any Case Online ", review the Teaching Cases Online Guide for a deep dive, and check out our Teaching Online Resources Page for more insights and inspiration.

After 35 years as an academic, I have come to the conclusion that there is a magic in the way Harvard cases are written. Cases go from specific to general, to show students that business situations are amenable to hard headed analysis that then generalize to larger theoretical insights. The students love it! Akshay Rao Professor, General Mills Chair in Marketing at the University of Minnesota

We use cookies to understand how you use our site and to improve your experience, including personalizing content. Learn More . By continuing to use our site, you accept our use of cookies and revised Privacy Policy .

case study school education

  • Herald Editorials
  • Local Guest Opinions
  • High School Sports
  • National Sports
  • Local Business
  • Sunday Drive
  • Home And Garden
  • Sanpete County
  • Today’s Paper
  • Manage Your Subscription
  • Submit News
  • Privacy Policy
  • Terms of Service
  • Browse Notices
  • Place Notice

Alpine School District board hears first presentation on new feasibility study of reconfiguration

By carlene coombs - | feb 28, 2024.

case study school education

Courtesy Alpine School District

The Alpine School District Board of Education has received its first presentation on a feasibility study that will explore reconfiguring the school district.

Tuesday night’s presentation during the board’s work session was the first step in completing the feasibility study, with more community engagement meetings scheduled for next month.

The board voted to pick MGT Education , a company from Florida, to administer the feasibility study last September.

A feasibility study was conducted in 2022 to explore the possibility of an independent Orem School District splitting the city away from Alpine School District.

That study came before Proposition 2 hit the ballots in November 2022, when a majority voted against creating an Orem-only school district at the time.

Representatives from MGT presented six options for reconfiguring the school district with no official recommendations being made quite yet.

Lance Richards, educational performance manager with MGT, said the company has spoken to about 80 community stakeholders and has developed some key considerations for reconfiguration.

Some of the considerations include recognizing the challenges of a large district, the tax impact and the impact on students — specifically special needs and gifted students — as well as district employees.

Richards stressed the importance of considering students and teachers when reconfiguring.

“When you move forward in reconfiguration, you should be more concerned about what you do for the students that have the greatest need, to make sure that they don’t get lost in the shuffle,” he said.

He added that if a split were to happen but is not executed well, it could lead to losing talented teachers and district employees.

The first option presented was to not split the district, the second and third were options for a two-district split and the remaining scenarios were for a third-district split.

Richards said with each split option, they ensured that municipalities stayed together and communities weren’t split into separate districts.

According to Richards, the option of not splitting this district is viable, though projections show that in 10 years, Alpine School District enrollment would be around 97,000 students. That option also would be financially viable based on revenue projections.

Two-district split options

The company presented two different options that would split the current district into separate east and west districts, with the difference between the two being where to place Lehi.

One option would have an east district with Orem, Vineyard, Lindon, Pleasant Grove, Alpine, Cedar Hills, Highland and American Fork. The west district would have Cedar Fort, Fairfield, Eagle Mountain, Saratoga Springs and Lehi. Richards noted that this was the most equitable option for student enrollment, with the potential districts being about the same size.

The second option would place Lehi in the east district, making that district significantly larger.

In both options, when comparing taxable value, revenue and expenses based on 2023 finances, an east district would be operating in a deficit, though the deficit would be less in the scenario with Lehi being in the east.

Richards said there are many factors in the finances of a hypothetical split, noting that the numbers could change in the future and there are ways to overcome a deficit, such as increasing revenue or decreasing expenditures.

Three-district split options

The final three options involved splitting Alpine into three separate districts, such as west, east and central. In all three options, a west district included Cedar Fort, Fairfield, Saratoga Springs and Eagle Mountain.

The first three-district scenario would create an east district with Orem, Vineyard, Lindon and Pleasant Grove. A central district would contain Lehi, Alpine, Highland, American Fork and Cedar Hills. In this option, the east district would be the smallest and the central the largest.

A second option would place Pleasant Grove in the central district, with Orem, Vineyard and Lindon being in their own district.

Lastly, the final option would create a Lehi-only district with Alpine, Highland, American Fork, Cedar Hills, Orem, Vineyard, Lindon and Pleasant Grove being placed into one.

In each of these options, an east district would be in a deficit, though options 1 and 2 would be relatively small. The final option would put an east district into a similar deficit to a two-district split. The central district option also would have a minimal deficit, but a Lehi-only district would not.

MGT will be hosting community feedback sessions March 12-14, where they will use a survey to collect suggestions and feedback from community members on district reconfiguration. Additional details on time and place weren’t immediately provided.

After MGT gathers more community feedback, a recommendation may be made to the board around the beginning of April.

If a split were to occur, Richards said a timeline is still unclear and contingent on state code and any changes made in the Legislature, but he indicated he could foresee the execution of a split taking two to three years.

Join thousands already receiving our daily newsletter.

  • Daily Newsletter
  • Breaking News
  • Deals, Offers & Events

case study school education

Utah lawmakers want to repeal abortion clinic ban hoping it will speed up trigger law case

case study school education

Utah Republican, Democratic parties holding caucuses next week. Here’s what to know

The Royal Society

Partnership Grants

The Partnership Grants scheme funds schools and colleges up to £3,000 to work in partnership with STEM professionals from academia or industry to run an investigative STEM project.

1st application deadline

2nd application deadline

3rd application deadline

Do you have a great idea for bringing research alive in schools?

The Partnership Grants scheme funds schools and colleges up to £3,000 to run investigative STEM projects in partnership with STEM professionals from academia or industry. In June 2021 an external evaluation of the last three years of the scheme was undertaken (covering approximately 100 awarded grants). The report highlighted the success of the scheme and its unique value in a busy UK STEM engagement landscape benefitting students, teachers and STEM professionals alike. The 10 key findings of the report are summarised here (PDF).  The scheme is open to both primary and secondary schools, including sixth form colleges. Schools outside of the UK are not eligible to apply. 

Tomorrow's climate scientists is an extension to the Partnership Grants scheme and funds schools specifically researching into climate change and biodiversity. The programme aims to give students not just a voice but an opportunity to take action themselves to address climate and biodiversity issues. 

The 2024 round is now open to new applications

The 2024 funding round is now open to new applications. The form can be accessed via Flexi-Grant® and consists of 2 Stages. The 2024 application round has three possible submission deadlines at the end of April, June and November. A full timeline can be seen here.

To help lead teachers and STEM partners with the application, free online introduction sessions and drop-in applicant support sessions are being run. Sessions can be booked through the Royal Society's Event portal.

Why apply for this scheme?

The scheme:

  • Provides an opportunity for students to develop key skills, including research skills, problem solving skills and data-handling skills, which will be invaluable for their future careers. 
  • Demonstrates the range of STEM careers available to students. 
  • Fosters long-term working relationships between schools and STEM professionals.
  • Fulfills the requirement of Benchmark 8 of the Gatsby Practical Science Benchmarks – ‘Students should have opportunities to do open-ended and extended investigative projects.’ Additionally supports the requirements of the Gatsby Career Benchmarks  - ‘Encounters with employers and employees’.

How to apply:

  • There must be two partners involved in a Partnership Grant – a school partner from the UK and a STEM partner from academia or industry. More information about the partnership can be found here. 
  • The school partner must be the lead applicant and start the application, which is completed online through Flexi-Grant®. 
  • Applications must be for a specific investigative project rather than a general request for equipment or STEM resources.
  • Full eligibility criteria can be found here. 

Key dates: 

The 2024 funding round is open to new applications  and will remain open across the year with three judging periods.  A full timeline can be found here. 

For further information about the scheme please visit the pages below. If you have any questions, please contact the Schools Engagement team at [email protected] or 0207 451 2531.

To be among the first to hear about the grant rounds opening each year and to stay up to date with our other opportunities and resources, sign up to our UK teachers newsletter. 

Application process

Eligibility and judging criteria, what is the partnership.

Unique benefits of the Partnership Grants scheme

Partnership Grants for students with special educational needs and disabilities

Case studies

Information for Partnership Grant holders: reporting and support

Related content

Microscopes in a row

Eligibility checks are undertaken after Stage 1 in the application process has been submitted, so…

Partnership Grant project

The application process opens in February each year and there are three possible submission…

A child touches a Wind turbine from a Partnership Grant project

To be eligible for the Partnership Grant scheme, each project must involve two partners 1) a UK…

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/02/19/mobile-phones-in-schools-are-they-being-banned/

Mobile phones in schools: are they being banned?

mobile phone ban

By the age of 12, 97% of children own a mobile phone, but the use of mobile phones in school can lead to distractions, disruption and can increase the risk of online bullying.  

Many schools have already introduced rules which prohibit the use of phones at school, to help children focus on their education, and the friends and staff around them.   

We’re introducing guidance which encourages all schools to follow this approach, so that more pupils can benefit from the advantages of a phone-free environment. Here’s everything you need to know.  

Are you banning mobile phones in schools?  

The new guidance says that schools should prohibit the use of mobile phones, but they will have autonomy on how to do this.  

Some may allow phones to be brought onto the premises but not to be used during school hours, including at breaktime.  

This brings England in line with other countries who have put in place similar rules, including France, Italy and Portugal.  

Will this apply to all pupils?   

The guidance sets out that there will be some limited cases where pupils should be exempt from the rule.  

While the majority of pupils won’t be allowed to use their mobile phones during the school day, we know that some children need their mobile phones for medical reasons, or because they have special educational needs and/or disabilities.   

How will prohibiting mobile phones work in schools?  

Schools will be able to choose an approach to prohibiting mobile phones which suits them.  

This could include banning phones from the school premises, handing in phones on arrival at school, or keeping phones locked away.   

What else are you doing to improve school behaviour?  

We’re investing £10 million in Behaviour Hubs across the country, supporting up to 700 schools to improve behaviour over three years.  

Behaviour Hubs help schools that have exemplary positive behaviour cultures to work closely with other schools that want to turn around their behaviour, alongside providing access to central support and a taskforce of advisers.  

You may also be interested in:

  • 5 ways we support schools to deal with bullying
  • How to improve your child’s school attendance and where to get support
  • The Advanced British Standard: Everything you need to know

Tags: behaviour in schools , mobile phone ban , mobile phones , mobile phones in schools , phones

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

Members of the public should call our general enquiries line on 0370 000 2288.

Sign up and manage updates

Follow us on social media, search by date, comments and moderation policy.

IMAGES

  1. 49 Free Case Study Templates ( + Case Study Format Examples + )

    case study school education

  2. online case study template

    case study school education

  3. Handout 4 SSE case study school (school improvement plan for literacy)

    case study school education

  4. FREE 11+ Student Case Study Templates in PDF

    case study school education

  5. CASE STUDY Student Studying Hard and Students Learning Education Stock

    case study school education

  6. Prevention in Action: Education Case Study

    case study school education

VIDEO

  1. Case Studies

  2. Case-Based Learning

  3. Case Studies

  4. Case Studies

  5. CASE STUDY PHY210 VIDEO PRESENTATION

  6. Day-2 Topic: Case Study Method for better Teaching

COMMENTS

  1. Making Learning Relevant With Case Studies

    What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

  2. Education case studies

    The Personal Project (Morocco) Improving adolescents' learning in violence-affected areas through blended in-person and online learning opportunities - Communities in Harmony for Children and Adolescents (Mexico) A community-based approach to support the psychosocial wellbeing of students and teachers (Nicaragua)

  3. PDF A Casebook on School Leadership

    Principal Training Program (PFD2) scholarships, to develop case studies about their schools for this book. The chosen school principals had already learned and mastered new leadership skills in 7 schools ... of Harvard Graduate School of Education Institute for Educational Management, to assist her in the development of over 30 cases, 15 of ...

  4. The Impact of Technology on Education: A Case Study of Schools

    (PDF) The Impact of Technology on Education: A Case Study of Schools Home Teacher Training School The Impact of Technology on Education: A Case Study of Schools DOI: CC BY-SA 4.0...

  5. Case studies and practical examples: Supporting teaching and improving

    Case studies and practical examples: Supporting teaching and improving student outcomes Sometime about 400,000 years ago, humans learned to fully control fire. This extended the day and allowed people to unleash their imaginations and tell stories, rather than merely focus on mundane topics.

  6. Case Studies

    Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible.

  7. Case Study Teaching Method Improves Student Performance and Perceptions

    Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology ( 5 - 7, 9, 11, 13, 15 - 17, 21, 22, 24 ).

  8. PDF Elementary School Case Studies

    Leadership Elementary School Case Studies — 4. Ivy Elementary School. The school-wide vision at Ivy Elementary is that all students will reach high academic levels. The entire staff meet in grade-level teams at the beginning of the year to set specific targets for growth on reading and math on the NWEA and attendance.

  9. Case-Based Learning

    Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom's Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.

  10. Do Your Students Know How to Analyze a Case—Really?

    Give students an opportunity to practice the case analysis methodology via an ungraded sample case study. Designate groups of five to seven students to discuss the case and the six steps in breakout sessions (in class or via Zoom). Ensure case analyses are weighted heavily as a grading component. We suggest 30-50 percent of the overall course ...

  11. Case Study in Education Research

    Case Study in Education Research Lorna Hamilton LAST REVIEWED: 21 April 2021 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201 Introduction It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research.

  12. PDF UNICEF EDUCATION Education Case Study

    Education Case Study INDIA All students back to learning March 2022 In March 2020, when COVID-19 closed schools in India, it disrupted the education of millions of children. Schools reopened fully two years later in March 2022 following the Omicron wave of infection, but just in the final month of the 2021/2022 school year.

  13. Global Schools

    The Global Schools guidebook: "Practicing Education for Sustainable Development: Case Study Guide for Educators" was launched on International Education Day, January 24th, 2022, in support of the theme "Changing Course, Transforming Education." The publication showcases the stories of Global Schools Advocates who are implementing sustainable development projects and initiatives in school ...

  14. NCCSTS Case Studies

    Cases (only) are freely accessible; subscription is required for access to teaching notes and answer keys. Subscribe Today Browse Case Studies Latest Case Studies Case Study The Organic Chemistry of Drug Design in a Case of Schizophrenia Case Study A Long Recovery Road for Norrie Case Study Dystrophin Stability and Cardiomyopathy Case Study

  15. Case Study Analysis as an Effective Teaching Strategy: Perceptions of

    Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills.

  16. PDF CASE STUDY

    Eleven case studies: Each case study highlights educator 'moves' and strategies to embed social- emotional skills, mindsets, and competencies throughout the school day and within academics. Each case study concludes with a reflection prompt that challenges readers to examine their own practice.

  17. What the Case Study Method Really Teaches

    What the Case Study Method Really Teaches by Nitin Nohria December 21, 2021 Klaus Vedfelt/Getty Images Summary. It's been 100 years since Harvard Business School began using the case study...

  18. Case Method Project

    The Case Method Project is an initiative formed to achieve two goals: Bring case method teaching to high schools and colleges. Use this methodology to deepen students' understanding of American democracy. Based on the highly successful experience of Harvard Business School and other graduate and professional programs that use case-based ...

  19. (PDF) Case Studies in School Psychology: Applying Standards for

    PDF | On Jul 7, 2021, Stephanie A. Rahill and others published Case Studies in School Psychology: Applying Standards for Professional Practice | Find, read and cite all the research you need on ...

  20. What Is a Case Study?

    Revised on November 20, 2023. A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are ...

  21. PDF Case Study on Quality Education

    and probe the phenomenon of both types of schools. A case study is the in depth investigation of a "unit" e.g. individual, groups institution, organization, program documents, and so forth. In education, a unit is likely to be a school, college, department, institute, an administrator, a teacher or a student. The case study, in its simplest form,

  22. Cases

    The Case Analysis Coach is an interactive tutorial on reading and analyzing a case study. The Case Study Handbook covers key skills students need to read, understand, discuss and write about cases. The Case Study Handbook is also available as individual chapters to help your students focus on specific skills.

  23. Case Study: Visions In Education

    Northern CA's Leading Provider of Independent Study Partners with School Pathways to Scale Personalized, Online Education. The educators at Visions In Education have been working for over 20 years to advance their mission of preparing each student to succeed in our rapidly changing world. They provide a high-quality standards-based education to Home School families (TK-8) and Independent ...

  24. Why One School District Spent $1 Million Fighting a Special-Education

    U.S. Education News Why One School District Spent $1 Million Fighting a Special-Education Student California case highlights the rising legal disputes between school districts and parents seeking ...

  25. Alpine School District board hears first presentation on new

    A feasibility study was conducted in 2022 to explore the possibility of an independent Orem School District splitting the city away from Alpine School District. That study came before Proposition ...

  26. Partnership Grants

    Grants for UK schools and colleges to run investigative STEM projects in partnership with a STEM professional from academia or industry. ... If you have any questions, please contact the Schools Engagement team at [email protected] or 0207 451 2531. ... Case studies. Information for Partnership Grant holders: reporting and support ...

  27. Mobile phones in schools: are they being banned?

    Many schools have already introduced rules which … The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. ... interviews, case studies, and more. Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300 ...