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A comparison of lecture and case study methods of teaching in a college science classroom: A quantitative study

Cindy J Marolf, University of Nebraska - Lincoln

Abstract

The purpose of this study was to provide quantitative data about the effectiveness of the traditional lecture method of teaching in a college science course in contrast with an interactive case study method of teaching and learning. The study investigated one professor’s teaching an Advanced Human Anatomy and Physiology course at Nebraska Wesleyan University. One unit of material was taught using the traditional didactic lecture method whereby students were passive participants in the classroom with the instructor delivering content using PowerPoint presentations and students taking notes. The second unit of material was taught using a 20-minute lecture followed by a case study entitled Osteoporosis from the National Center for Case Study Teaching in Science (NCCSTS) catalog of cases. Results showed no difference in students’ exam performance between the two teaching methods. In addition, there was no statistical difference in retention of information four months following the first exam. With regards to students’ perceived effectiveness of teaching methods, they showed a slight preference for didactic lecture as a teaching method as compared to the use of a case study method.^

Subject Area

Instructional design|Science education|Higher education

Recommended Citation

Marolf, Cindy J, "A comparison of lecture and case study methods of teaching in a college science classroom: A quantitative study" (2016). ETD collection for University of Nebraska - Lincoln. AAI10134144.
http://digitalcommons.unl.edu/dissertations/AAI10134144

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