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Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method

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  • Ray, Mona

Abstract

This paper describes the adoption of ‘case-method’ teaching technique in two economics elective courses taught by the same instructor in a small liberal arts college. A questionnaire was administered among the students to obtain a qualitative assessment of their learning experiences using this alternative pedagogy. In both the classes, students ranked ‘learning how to use economics to solve real problems’ as the most important aspect of the case-method among the given choices. Furthermore, each of these classes was compared with two other sections taught by the same instructor without cases to perform quantitative assessments. In addition to a pooled OLS regression for each course studying the impact of the ‘case’ on final exam score, a difference in difference analysis was performed to test the difference in test grades before and after the introduction of the case method and between the two classes for each course. Both the methods gave statistically significant results, implying the adoption of the case-method to be effective in making the students active learners.

Suggested Citation

  • Ray, Mona, 2018. "Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method," International Review of Economics Education, Elsevier, vol. 27(C), pages 1-9.
    • Handle: RePEc:eee:ireced:v:27:y:2018:i:c:p:1-9
    DOI: 10.1016/j.iree.2017.12.001
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    References listed on IDEAS

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    1. Prakarsh Singh & Alexa Russo, 2013. "A Dream Experiment in Development Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(2), pages 158-168, June.
    2. Abdullah Al-Bahrani & Darshak Patel, 2015. "Incorporating Twitter, Instagram, and Facebook in Economics Classrooms," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(1), pages 56-67, March.
    3. Stephen G. Marks & Michael G. Rukstad, 1996. "Teaching Macroeconomics by the Case Method," The Journal of Economic Education, Taylor & Francis Journals, vol. 27(2), pages 139-147, April.
    4. Joshua M. Duke & Titus O. Awokuse, 2009. "Assessing the Effect of Bilateral Collaborations on Learning Outcomes," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 31(2), pages 344-358, June.
    5. Daniela Popescu, 2014. "Teaching Economics – The Case Method," Annals - Economy Series, Constantin Brancusi University, Faculty of Economics, vol. 6, pages 274-277, December.
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    Cited by:

    1. A. Arrighetti & A. Lasagni, 2018. "Insegnare Economia Industriale ‘in a digital age’," Economics Department Working Papers 2018-EP06, Department of Economics, Parma University (Italy).
    2. Francisco-Javier Hinojo-Lucena & Juan-Manuel Trujillo-Torres & José-Antonio Marín-Marín & Carmen Rodríguez-Jiménez, 2020. "B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I," Mathematics, MDPI, vol. 8(7), pages 1-13, July.

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    More about this item

    Keywords

    Case method; Active learning; Innovative teaching; Alternative pedagogy;
    All these keywords.

    JEL classification:

    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • R31 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Real Estate Markets, Spatial Production Analysis, and Firm Location - - - Housing Supply and Markets
    • Q53 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Air Pollution; Water Pollution; Noise; Hazardous Waste; Solid Waste; Recycling
    • Q56 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Environment and Development; Environment and Trade; Sustainability; Environmental Accounts and Accounting; Environmental Equity; Population Growth

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