Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?

Area of Science:

• STEM Education
• Cognitive Psychology
• Physiology Pedagogy

Background:

• Undergraduate attrition in Science, Technology, Engineering, and Mathematics (STEM) is a significant issue, often increasing in intermediate college years.
• A mismatch between pedagogical methods and students' cognitive abilities can contribute to attrition.
• Cognitive Load Theory provides a framework for understanding learning limitations.

Purpose of the Study:

• To investigate the impact of case-based learning versus traditional lectures on undergraduate learning gains in physiology.
• To examine how student characteristics, such as academic preparation and academic age, influence the effectiveness of case-based learning.

Main Methods:

• Comparison of learning gains between case-based learning and traditional lecture formats in an intermediate physiology course.
• Analysis of student characteristics, including ACT scores (academic preparation) and credit hours completed (academic age).

Main Results:

• Case-based learning did not universally yield greater learning gains than traditional lectures.
• Students with lower ACT scores or fewer completed credit hours showed diminished learning gains with case-based learning compared to lectures.
• Findings suggest extraneous cognitive load from case-based learning may impede less experienced students.

Conclusions:

• The effectiveness of case-based learning is contingent on student cognitive capacity and preparation.
• Pedagogical strategies must consider individual student differences to avoid overwhelming cognitive abilities.
• Further research is needed to optimize case-based learning for diverse undergraduate populations in STEM.