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The Response of Eleventh Graders to the Use of the Case Method of Instruction in Social Studies

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The Response of Eleventh Graders to the Use of the Case Method of Instruction in Social Studies THE RESPONSE OF ELEVENTH GRADERS TO THE USE OF THE CASE METHOD OF INSTRUCTION IN SOCIAL STUDIES MAUREEN E. ADAM B.G.S., SIMON FRASER UNI VERSITY, 1 989 PROJECT SUBMITTED PART IAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (EDUCATION) @Maureen Adam 1 992 SIMON FRASER UNI VERSITY January 1992 All rights resewed. This work may not be reproduced in uhole or in part, by photocopy or other means, without permission of the author. APPROVAL e: Maureen Evelyn Adam Degree: Master of Arts Title of Thesis: The Response of Eleventh Graders to the Use of the Case Method of Instruction in Social Studies Examining Committee: Chair: Thomas O'Shea ,--. -. - -- -,.-- Selma Wassermann Senior Supervisor Professor v- - - ~ I - - 1 John Wormsbecker #I15-995 West Seventh Avenue Vancouver, B. C. V5Z 1C4 ,External Examiner DateApproved March 31, 1992 PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is unders?ood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesis/Project/Extended Essay THE RESPONSE OF ELEVENTH-GRADERS TO USE OF THE CASE METHOD OF INSTRUCTION IN SOCIAL STUDIES Author: - I-c-- ,, Maureen Evelyn Adam (name) ABSTRACT The purpose of this study was to examine the potential of an instructional methodology, case method teaching, to realize the educational goals articulated in the Graduation Program section of the Ministry of Education's Year 2000 document for educational reform. Case method teaching was also examined in relationship to the document's articulated principles of learning. Twenty-seven students enrolled in a Grade 11 Social Studies class ? in a large, urban high school were selected for study, The instructional program in this class followed the instructional principles of case method teaching used extensively at the Harvard Business School. Original case studies, written by the Social Studies teachers, were used as curriculum material to promote examination of subject matter content. The teacher used specific teacher-student interactions to promote the in-depth examinat ion of curriculum concepts. Permission to carry out the study was obtained from the school board and ethics approval was granted by the S.F.U. Ethics Committee. The investigator was the participant observer, and gathered in-class data throughout the course of a single semester. Data collection followed a qualitative research design for a single-si te case study. Data were gathered from three sources: student questionnaires, teacher interview, and the analysis of audio tapes from student study-group discussions. The data were analyzed through th7pproach known as triangulation, to reduce the possibility of observer bias that is often a compounding variable in studies of this type. Findings from these data indicated students' perceived changes in iii their ability to think critically, interest and curiosity in learning, and respect for the views, attitudes and beliefs of others. Students also pointed to increased tendency to read more about issues; to discuss issues outside of class with friends and family; and to communicate more effectively with others. The study allowed the following conclusions to be drawn. Case method teaching: a) is a promising methodology for secondary school students. b) allows for the realization of learning goals articulated in the Ministry of Education Graduat Ion Program, c) Is consistent with the principles of learning in the Year 2000 document. Further research is needed to determine the effectiveness of the methodology in other grades and other subject areas. To my mother for who taught me perserverance and good humor in the face of adversity; qualities essential to enduring the thesis process. To Chuck, Jessica, and Julia for all that they are and all that they have given me. I feel truly blessed. First and foremost, I want to express my warmest appreciation to Selma Wassermann who set the conditions and guided the journey. I have benfited great1y from her professional skill, sensitivity and wise advice. I would also like to thank the students and teacher who have shared their personal experiences and private feelings with me. Their generosity and openness have contributed both to this study and to my own understanding of the learning process. TABLE OF CONTENTS Page APPROVAL .......................................................................................... ii ABSTRACT ...................................... .. ....................... ii i DEDICATION ...................... .................................. .. ... v ACKNOWLEDGMENTS ................................................................ vi L l ST OF TABLES ............................................................................... ix CHAPTER Introduction .................................................................... Statement of the Problem ............................. Definition of Terms ........................... .......... Design of the Project .......................................... Limitations ...................... .................................. Literature Review ...................................................... An Historical Perspective ............................... Experiential Learning Theory .......................... Factors Affecting Student Attrition ........... Knowledge. Skills and Attitude Learning Goals ....................................................... Method01 ogy .................................................................... The Centennial Project ...................................... Research Method .................................................... Data Collection ............................ ................... Findings ........................................................................... Student Questionnaire ....................................... Audio Tape Analysis ........................................ Teacher 1 nterview ...................... .................. 5 Conclusionsandlmplications ............................. APPENDICES Instructional Program ............................ ...... 111 Ethics Approval ......................................................... 134 Student Questionnaire ................................ ...... 136 Coding Sheet ................................................................ 142 Blbllography ................................ ..................................................144 L lST OF TABLES THE FOLLOWING TABLES PRESENT DATA FROM STUDENT QUESTIONNAIRES IN RELATIONSHI P TO: TABLE Page 1 Critical Thinking ...........................................................67 2 CommunicationSkills .................................................70 3 Decision Making ........................................................ 73 4 CuriosityandlnterestinLearning ........................76 5 Respect for Different Views. Attitudes. and Beliefs ......................................................................79 6 Reading Beyond the Class ......................................... 82 7 Discussing Issues Beyond the Class ..................... 84 8 Summary of Student Responses .............................. 88 CHAPTER ONE lNTRODUCT l ON In March 1987, the government of British Columbia commissioned the late Barry Sullivan, Q.C., to head a Royal Commission to examine education in the province. The recommendation of the Commission, published in its report "Legacy for Learners" was based on what it saw as dramatic social and economic changes that have placed new demands upon, and created new expectations for our schools (Sullivan, 1988). In addition to issues of social and economic change the Commission focused attention on the high drop out rate in the province of British Columbia. The findings of the Royal Commission were supported in the Annual Report, Ministry of Education (1 989) that revealed that only 57% of the 18 year olds in this province received a high school graduation certificate through the public school system. The Government of British Columbia responded to the recommendations of the Sullivan Commission with two Ministers' papers, "Mandate for the School System" and "Policy Direction" which, in addition to a new School Act provided the foundation for the draft paper, "Year 2000: A Curriculum and Assessment Framework for the Future" (Ministry of Education, 1989). The recommendations proposed in this document represent a dramatic shift in structure and function for education. Central to the new direction is the arrangement of Goals of Education (Ministry of Education, 1989, p.9- 10) seen as interdependent and interrelated strands, under the broad categories: Intellectual Develo~ment - to develop the ablllty of students to analyze critically, reason and think Independently, and acquire basic learning skills and (bodies of knowledge; to develop in students a lifelong appreciation of learning, a curiosity about the world around them and a capacity for creative thought and expression. Human and Social Develo~ment - to develop in students a sense of self-worth and personal
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