Relationship between the inductive or deductive approach to case-based learning on academic performance, self-efficacy, and satisfaction of social work students

Authors

  • Fátima Méndez-López Institute for Health Research Aragón (IIS Aragón), Zaragoza, Spain. https://orcid.org/0000-0002-6409-9041
  • Loreto Camarero-Grados Instituto de Investigación Sanitaria de Aragón (IIS Aragón), Zaragoza, España.
  • Anna Moleras-Serra Foundation University Institute for Primary Health Care Research Jordi Gol i Gurina (IDIAPJGol) Barcelona, Spain. https://orcid.org/0000-0001-9927-6899
  • Rachel Heah Lancaster University, Lancaster, United Kingdom. https://orcid.org/0000-0002-1348-5815
  • Ana Porroche-Escudero Lancaster University, Lancaster, United Kingdom.
  • Rafael Sánchez-Arizcuren ASPACE Foundation, Zaragoza, Spain. https://orcid.org/0000-0001-8176-3306

DOI:

https://doi.org/10.26754/ojs_ais/accionesinvestigsoc.2023448992

Keywords:

academic performance, satisfaction, self-efficacy, Activity learning

Abstract

Introduction: Case-Based Learning (CBL) teaching methodology is an active learning methodology that generates a higher level of student participation and significant learning. The aim of this study was to analyse and compare a CBL activity using deductive reasoning (analyse and extract theoretical concepts in a  case provided for this purpose) and a CBL activity using inductive reasoning (create a case by implicitly introducing theoretical concepts) in terms of academic performance and student satisfaction, as well as to analyse the relationship of the latter with the perception of self-efficacy.

Methodology: A descriptive cross-sectional study was developed. 111 students performed both CBL activities (deductive and inductive). Each learning activity dealt with theoretical contents of group psychology. The variables collected were: activity grade, satisfaction with each activity, theoretical exam grade and perception of self-efficacy. A descriptive, correlational, and comparative analysis was conducted using T-Student of related samples.

Results: The grades for the inductive CBL activity were significantly higher than those for the deductive CBL activity (p=0.042). The students´ level of satisfaction in the item “helps to think critically” was evaluated more favourably for the deductive CBL activity (p=0.029). The relationship between the grade of the inductive CBL activity and that obtained in the theoretical exam was significant. There was no correlation between any of the activities and the perceived self-efficacy of the students.

Conclusions: The CBL activity with inductive reasoning is more effective to achieve academic performance and the satisfaction with the activities evaluated by the students is high.

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Author Biography

Fátima Méndez-López, Institute for Health Research Aragón (IIS Aragón), Zaragoza, Spain.

Fátima Méndez-López, graduated in nursing from the University of Zaragoza. Master's degree in initiation to research in Medicine from the University of Zaragoza. University expert in School Nursing, University of Avila.
Currently, she is a predoctoral researcher hired by the Aragón Health Research Institute (IIS Aragón). She belongs to the Aragonese Primary Care Research Group (GAIAP-B21_23R), a consolidated group recognized by the Department of Innovation, Research and University of the Government of Aragon. This group is part of the Research Network on Chronicity, Primary Care and Health Promotion (RICAPPS) (RD21/0016/0005 Instituto de Salud Carlos III), and they are the Spanish representatives of the European Network of Primary Health Care (NPHC).
Previously, she worked as a Continuing Care Nurse for the Aragones Health System. She is member number 17391 of the Zaragoza Professional College of Nursing. Author of several scientific articles published in leading journals and other research presented at conferences (23rd WONCA-World; 25-26th WONCA Europe; 24-26th INVESTEN-ISCIII; 14th EPHConference). Effective researcher in 2 FIS Projects, 1 competitive project of the Ministry of Culture and Sports of the Government of Spain, and collaborating researcher in 1 European project Horizon 2020, 1 FIS Project, and 1 extraordinary competitive project of the ISCIII.

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Published

2023-11-14

How to Cite

Méndez López, F., Camarero-Grados, L., Moleras-Serra, A., Heah, R., Porroche Escudero, A., & Sánchez-Arizcuren, R. . . (2023). Relationship between the inductive or deductive approach to case-based learning on academic performance, self-efficacy, and satisfaction of social work students. Acciones E Investigaciones Sociales, (44). https://doi.org/10.26754/ojs_ais/accionesinvestigsoc.2023448992

Issue

No. 44 (2023): Acciones e Investigaciones Sociales

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Articles

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Copyright (c) 2023 Fátima Méndez-López, Loreto Camarero-Grados, Anna Moleras-Serra, Rachel Heah, Ana Porroche-Escudero, Rafael Sánchez-Arizcuren

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Funding data

Received 2023-05-16
Accepted 2023-06-15
Published 2023-11-14