Case Teaching Approach under Test: Delineating the Influence of Student Engagement Dimensions on Cognitive and Affective Learning
Jyoti Devi Mahadeo
The University of Auckland, Auckland, New Zealand
Rabindra Nepal
University of Wollongong, Wollongong, Australia
Volume 16: 2021, pp. 73-96; ABSTRACT
The purpose of this study was to examine the influence of student engagement dimensions on cognitive and affective learning by varying case teaching approaches (teacher-led and student-led) and by observation. Our study was longitudinal in nature; we surveyed students enrolled in a postgraduate leadership course twice during the semester using a Likert scale questionnaire. The hypotheses were tested by applying dependent t-tests, bivariate correlation and linear regression analyses using SPSS. Statistical tests confirmed the fundamental role of student engagement under both case teaching approaches. Significantly, our study found a higher influence of student engagement dimensions on cognitive and affective learning under the student-led approach. Although the relationships of student engagement dimensions with affective learning under the teacher-led approach were less positive, they were all significant, thus suggesting that the correct mix of student-led and teacher-led approaches should be employed. Very few studies have investigated student engagement in the affective domain of learning. Our study adds to this limited stock of literature.
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