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Research Paper

Using Case Studies as an Active Learning Tool to Enhance Student Engagement and Learning in General Biology Classrooms

Diann Jordan1,*, Kartz Bibb1, Sabita Saldanha1, Jacqueline Jones-Triche4,

Lila Karki3 and Shirley M. Jordan2.

1Department of Biological Sciences and 2Department of Languages and Literature, Alabama State University. Montgomery, Alabama 36101, USA; 3Department of Cooperative Extension,

Tuskegee University, Tuskegee, Alabama 36088, USA; and 4Department of Biological

& Environmental Sciences, Troy University, Troy, Alabama 36082, USA,

*Corresponding author, Diann Jordan, Email: djordan@alasu.edu

Received May 4, 2017, revised September 4, 2017, accepted September 8, 2017

Publication Date (Web): September 8, 2017

© Frontiers in Science, Technology, Engineering and Mathematics

Abstract

Case studies are an excellent way to engage students in critical thinking and writing in biology and writing classes.  Case studies have been long used as teaching tools in the fields of business, law, medicine, nursing, etc.  STEM majors can benefit from the use of case studies in the classroom as well.  We surveyed over 300 students at Alabama State University (ASU) to see if the use of case studies in the biology classroom is a feasible assignment.  Over 90% of students thought the case study was an effective classroom assignment.  Because the assignment was engaging, they liked working with a partner and using their electronic devices (cell phones & laptop computers), the students enjoyed the case study.  Because the case study only takes about 20 minutes to complete, it allows the instructor to easily incorporate it into an existing lesson plan.  For most students, the case studies method enhanced their understanding of some complex biological concepts and increased their chances of passing the course.    As biologists and life science educators, we have a responsibility to provide the best and most effective teaching methods that will not only engage students but will also ensure that more students are able to achieve their ultimate goal of graduation and career development.

Keywords

Case study, Non-science major, Introductory biology, Herpes genital virus, Engaged teaching, Active learning, HBCU

Introduction

Case studies are an excellent way to engage students in critical thinking and writing in biology and composition classes.  Case studies have been long used as teaching tools in the fields of business, law, medicine, nursing, etc.  The National Center for Case Study Teaching in Science has trained thousands of science teachers in the case study method for over 20 years and the Science Case Network has conducted workshops and research over the last 10 years (Yadav, et al, 2007).  In a 2006 survey conducted by the National Center for Case Study Teaching in Science on the impact of using case study teaching on students, over 90% of the faculty surveyed agreed that students are better able to view an issue from multiple perspectives and develop a deeper understanding of concepts (Yadav, et al, 2007).  Furthermore, over 88% believed that students demonstrated stronger critical thinking skills (Yadav et al., 2007).   Other studies noted enhanced student engagement, interest and achievement were also noted (Herreid and Schiller, 2013).

General biology is one of the core courses required at most universities and may be the only science course that students are exposed to during their undergraduate matriculation. Most students enrolled at ASU are required to take general biology to complete the core requirements for their major.  The National Research Council (NRC) and the American Association for the Advancement of Science (AAAS) are among a few organizations that are calling for the redesigning of core courses to meet the needs of today’s undergraduate student.   The AAAS (2011) national call to action report, Vision and Change and the recent 2015 report on Chronicling Change, Inspiring the Future are two reports that have called for systemic and effective change in undergraduate biology education.  Many of the recommendations coincide with the HBCU mission and need for systemic and effective change in undergraduate STEM education.  The HBCU provides a unique educational experience for African American students and other ethnic groups, including a small percentage of white American students, through its academic and social support environment.

 In order to chronicle change in the academic arena, creative approaches to how courses are taught and structured are needed.  According to the Vision and Change Reports (2011 & 2015), faculty should seek to provide a more student-centered approach in biology classrooms.  While technology has rapidly advanced, teaching techniques have lagged sorely behind, especially in science courses, leaving students uninvolved and uninterested in learning.  While this trend appears true across the disciplines, it is especially true of science courses.  Too many non-science majors view science courses as required academic hurdles they are forced to endure.  They do not expect to be engaged and too often their expectations are all too soon realized in traditional monotone lectures that do little to pique their curiosity or prick their imagination.  Research shows that as children these same college students had once found science to be fascinating, creative, and anything but boring (OECD Report, 2006). This is, especially, true for girls (Hanson, 2009).  They were naturally inquisitive, envisioning themselves as explorers bent on seeking answers to life’s questions while they remained engaged in learning as creative problem-solvers.  By middle and high school too many students are “turned off” to science for numerous reasons including science “jargon”, unengaging classes, lack of high school preparation and often ineffective teaching.  Hence, when they become college students they also feel that science is inaccessible because of earlier science classroom experiences and too often college-level science courses reinforces students’ negative impression of science courses.  The case study approach to teaching general biology obviates this issue and provides an innovative alternative approach to teaching biology to contemporary college students, especially non-science majors.

Case studies were selected because a growing body of research indicates this approach has been successful in retaining students (especially women and minorities) at a much higher rate in science courses (Herreid, 2014 and Herreid and Schiller, 2013).  Limited research studies in African Americans and other diverse student populations have been conducted in the college classrooms at HBCUs.  Our study uses this engaging pedagogical technique to provide an excellent opportunity to test its effectiveness in the HBCU science classroom.

Brief Background of Relevant Literature

While there is a growing body of information describing the classroom climate of undergraduates and innovative research experiences at major universities (Begley, 2012; Lopatto, 2004 & 2007; Quitadamo and Kurtz, 2007; Steck et al, 2012), there is a paucity of research on similar experiences of undergraduates enrolled in historically black colleges and universities (HBCUs), particularly in STEM fields.  Like students at major institutions, students at HBCUs are “turned off” to science at an early age.  They cite difficulty comprehending and retaining scientific terms, relating that terminology to everyday life, and the inability of some teachers either to engage or maintain their interest as major reasons for this disengagement between the learner and the essence of most science courses.  This study’s goal was also to show students how science impacts and enhances their quality of life and how the very core of science is connected to the environment which sustains us all.  The ongoing concerns regarding American competitiveness globally indicates that the United States is losing its edge due to poor recruitment and retention of students of any color in the STEM fields.  Too many talented students and potential science majors get “bad” impressions from introductory science courses that are taught traditionally and without regard to the learner.  According to Bryan and Atwater (2002) a major underachievement of African American students is due to the “gap” between the world of students and the world of science.  Instructors need to bridge the gap by focusing on placing the content area in a context that is relevant to learners.  Unfortunately, most traditional science courses are content-driven, taught in the lecture format often in large lecture halls or overcrowded classrooms, and little time is devoted to discussion and more collaborative classroom activities (Glynn et al, 2009; Simurda, 2012).   According to Marbach-Ad et al. (2010), linking the material to students’ lives is not generally promoted in science courses but their research has shown that providing relevant activities and formats to learning the material causes non-science and science majors to think more creatively and critically in solving scientific and everyday problems.  Their research illustrates that this approach to teaching science is critical for science majors who might proceed to conduct science research as well as for the non-majors who might be planning on becoming a school teacher.  Skills adapted from the science classroom can be easily translated to daily work life or relevant world issues.  For example, Fass (2000) taught a problem-focused class on emerging diseases to nonmajors microbiology students at Beloit College (WI).  The course used a range of learner-centered approaches to encourage students to take responsibility for their own learning.  Her findings clearly indicated that when students took responsibility for their learning, they enjoyed the course as a nonscience major because it provided the “bigger picture” of science in their lives.  It also showed the students that scientific literacy was just as important as understanding their specific disciplinary fields.

General Biology Basic Course Description

The basic courses in Biology consist of two parts: Biology 127 and Biology 128.  Biology 127 is Part I of a survey course in general biology. The topics covered in this course are: the scientific method, general chemistry, biological molecules, cell structure and function, photosynthesis, cellular respiration, mitosis, meiosis, genetics, and an overview of the taxonomy of the five biological kingdoms with special emphasis on kingdoms Monera and Protista.  Biology 128 covers the second part of a survey course in General Biology.  The topics covered in this course are an overview of animal taxonomy, a comparative study of the integumentary, muscular, skeletal, nervous, endocrine, circulatory, immune, respiratory, digestive, excretory, and reproductive systems.  Besides covering these topics, the course is designed to:  1) help students recognize biological issues in daily life; 2) foster the development of academic skills:  listening, studying, memorizing, writing, computing, and critical thinking.

Methodological Approaches

The study employs a mixed-method approach using surveys & a focus group.  Surveys, demographic and response data were collected directly from the students in the general biology classrooms.  We surveyed 301 students over the course of 3 semesters (Summer 2012, Fall 2012 and Spring 2013) at Alabama State University in several sections of general biology with 4 different instructors.  No instructor was allowed to administer the survey in his or her classroom to avoid any investigator biasness. The survey instrument was designed in consultation with a statistical analyst. 

Case Study Selected and Survey Design

Table 1. Survey of a specific teaching method “the HERPES case study optional opinion survey.” Please use a check mark (√) to indicate your response. You do not have to do the survey; it is not required.  No extra credit is offered for your participation.  However, it will assist me in designing appropriate classroom exercises and future exams for students in a general biology class.   Participants in this research study have signed the official consent form. There are no foreseeable risks to you as a participant.  You can cease to participate at any time by simply telling the researcher. 

Male_________                                  Female___________

Major:  Science______________        Non-Science_______________

Classification:   Freshman____________

                        Sophomore____________

                        Junior_________________

                        Senior_________________

Any additional comments may be added here.

Figure 1. The number and percent of students based on gender.

Figure 2.  The percent and frequency of students based on science versus nonscience major. A science major was defined as anyone who majored in biology, chemistry, mathematics, forensics sciences, computer sciences and information, and health sciences (occupational therapy, rehabilitation sciences & services and health information management). Non-science majors constituted all remaining majors.

Figure 3. Classification of the respondents.

A case study #6.6 was selected from the Microbes Files: Cases in Microbiology for the Undergraduate by Marjorie Kelly Cowan (2002) because it focused on herpes.  In this particular case study, a short scenario depicts two friends who are discussing why one young man no longer has sex with his steady girlfriend who has genital herpes. No specifics are given on the species of the virus to encourage students to look up pertinent information on the questions provided with the case and also any questions that may be added by the instructor.  For the exact scenario, please refer to the above reference.  Genital herpes is a disease taught in both sections of general biology (Biology 127-under the microbiology chapter or in Biology 128-under the reproduction chapter) for Alabama State University students.  Students were allowed about 20-25 minutes to read and answer questions relative to case study #6.6 and any additional questions selected by the instructor.  They were also given permission to use their cell phones or laptop computers to look up any scientific information that would assist them in answering the questions.  The survey was then administered to get students’ immediate reaction to the teaching method.  It would have been preferable to give an online survey; however, some students did not have computer access or online access on their cell phones.  To avoid non-completion of the survey, a paper survey was administered which is why we were able to get over 300 students to participate in the classroom assessment. 

      The survey included 3 main sections (see Table 1).  The first section focused on determining if the case study method was an effective teaching tool, and if so, what aspects were particularly appealing to the students.  For example, did working with a partner make the assignment more fun and interesting than the traditional lecture?  The second section dealt with how well the students felt the activity enhanced their understanding of the particular topic being discussed.  For example, the case study is generally used as an enhancement tool when the first author, D. Jordan, teaches the general microbiology section of the first survey course (Biology 127) to nonmajor freshman students or in the second part of the course (Biology 128) when she teaches reproduction with sexually transmitted diseases (STDs).   The third section focused on gaining an understanding of how challenging the in-class case study should be given the amount of time students should answer the questions posed after reading the case.  We also wanted to know if the addition of a partner and a technology device made the assignment less challenging or too easy.  In addition to the 3 sections Likert survey, we wanted to know the general demographics of the students surveyed (gender, major and classification of the student population, Figures 1, 2 and 3) and any additional comments that the students would like to provide.  IRB Consent forms were provided to each student before the survey was conducted.  It was clearly explained to all students that nonparticipation in the project would not under any circumstances affect their grades and that they were free to stop their participation at any time during the process.  We had only 3 students who chose not to participate.  We did not ask those students for specific reasons why they chose not to participate.

Figure 4. Students’ perception about the case study.

Figure 5. Students’ suggestion/observation regarding the use of case studies.

Objectives:

1.      To assess students’ perceptions of the case study as an engaging assignment.

2.     To assess how to best administer the case study in the general biology classroom at Alabama State University (which includes amount of time to complete the case study, using a partner for more engagement, number of points given for the assignment, distractions created by an open discussion classroom setting and how challenging the assignment was).

3.     To assess if the students’ basic knowledge on a particular topic would be enhanced by doing a case study.

Figure 6.  Perception of the students regarding working with a partner.

Results

Of the 301 students surveyed, about 64% were females and 29% were males with 7% of the students not identifying themselves with either gender (Figure 1).  We did not survey for race because all students were self-identified as African Americans.  About 65% of the students identified themselves as non-major with 27% classified as majors (Figure 2).  Over 60% of the students were either freshmen or sophomores (Figure 3) with 22% juniors and about 9% were seniors.  Juniors and seniors are in the course for a variety of reasons (prior failure of the course, scheduling issues, transfer from other universities or colleges, poor advisement, etc.).

One key objective was to assess if the case study method was an effective exercise to use in class.  About 93% agreed (53%) or strongly agreed (40%) that the case study was an effective exercise (Figure 4).  Only 2.3% strongly disagreed and 5.3% disagreed that it was not an effective exercise.  If the students thought the exercise was effective, then we wanted to know should the case study be adopted among Alabama State University biology instructors.  Figure 5 shows that over 45% of those surveyed agreed and 40% strongly agreed that instructors should use the case studies.  About 7% disagreed with using the case study in the classroom.

Figure 7. Time requirement to complete the case study.

Figure 8. Students’ responses to time allocation and distraction.

The second objective was to determine how to best administer the case study in the biology classroom.   Of the 4 different instructors, one used 2-3 case studies per semester, one used 1 case study and 1 did not use case studies at all but allowed us to administer the case study to gain knowledge about using a case study in the classroom.  We did not separate the data out by instructor when completing the statistical analyses.  Over 80% of the students agreed or strongly agreed that at least 3 case studies should be used throughout the semester (Figure 5).  Less than 20% disagreed or strongly disagreed that 3 case studies should be used.  Some students are not accustomed to any case studies being used in the classroom and probably had some trepidations about grading or how the case studies would factor into their grade. 

Figure 9. Students’ perception while working with a partner.

Figure 10. Access to electronic device (cell phone/personal laptop computer) and learning curve.

The next statement addressed how students felt about collaboration or working with a partner in the classroom.  Over 90% agreed or strongly agreed that working with a partner made the case study a more fun assignment (Figure 6).  They did not feel alone and they could interact with a classmate during the process.  Over 3% strongly disagreed that a partner was more fun.

We also wanted to know what is an appropriate amount of class time to complete the case study exercise of this nature.  Most of the students (82%) felt that 20 minutes was enough time to do the case study as an in-class activity (Figure 7).  In fact, most students felt that 20 minutes was too much time for the case study on herpes.  About 17% disagreed with this statement.

Figure 11.  Relationship between knowledge enhancement and the case study approach.

In a large or medium class size and with partners, students often become distracted either because they think the instructor is not paying as much attention or they use it as a time to use their cell phones or other electronic devices for personal use.  Over 85% of our students disagreed or strongly disagreed that they were distracted (Figure 8).  This was an important finding because there is a belief among faculty that non-science students are even more easily distracted.

To assess if the case study was challenging, students were asked if having a partner to work on the case study was not challenging.  Over 70% strongly disagreed or disagreed with this statement and about 27% agreed or strongly agreed with this statement (Figure 9).  As with any group activity, a few students will not want to participate in a group assignment.

Seventy of the respondents strongly disagreed or disagreed that they did not feel challenged when they had another electronic device like a cell phone or personal laptop computer (Figure 10).  About 29% agreed or strongly agreed that the use of electronic devices did not make the case study as challenging.

We wanted to know if the case study would enhance basic knowledge of information such as what is a virus, how does a virus work in the body, and if students understood general information on STDs.  Our sample showed that 93% of the students now understand what a virus is (Figure 11).  Less than 6% disagreed that they still didn’t know what a virus is.  Although there were other knowledge-based questions asked, only the basic data is presented here to show that students are now recognizing the basic difference between microorganisms, such as would be required in a Biology 127 section.

Qualitative Results (1 Focus Group)

On behalf of the authors of the paper, the first author spoke with 17 students and asked them to talk about the case study experience and asked them to write about the experience. If students did not feel comfortable expressing themselves, Dr. S. M. Jordan from the Languages and Literature Department reviewed the written comments.  Some of the comments were:

Favorable Comments:

This assignment helped me understand the material better

[This] assignment made me more alert in class.

It helped me learned the material.

I actively participated in the class.

It [case study] “broke’’ the material down.

I better understood the assignment because there was open discussion.

The assignment helped me learn the course material better by making me think and having to research the information.

They [case studies] made me engage my mind on things that I would have never done outside of class.

Case Studies help you to think outside the box.

Unfavorable Comments or Suggestions for Improvement:

Case study seemed a bit repetitive to me.

Discussion

Clearly most of the students thought the case study was an engaging assignment and that similar assignments should be incorporated into general biology classes as indicated by the survey results as well as from the comments in the focus group.  Some instructors have included more case studies, videos and technology in the classroom.  From our study, it shows that administering a case study with a partner with no more than 20 minutes of class time use will provide an enjoyable active assignment for most students on a biological concept that enhances their learning.  Having the students working with a partner or in groups significantly reduces the number of papers to grade for the instructor or teaching assistant.  In the HBCU system where it is common to expect instructors to teach overloads while maintaining significant number of office hours with no teaching assistants and numerous advisory and committee responsibilities, the case study method offers one active learning experience that does not unduly burden the instructor.  Our goal is to encourage more instructors to utilize engaging assignments, especially for non-science majors.  One instructor in this study used only case studies as a teaching and testing tool in one of her classes.  The specifics as to how a case study is used in the classroom depend on the instructor and the dynamics of their classroom.  Some instructors have used the case study as a take-home assignment followed by a classroom discussion while others have considered an online graded version.  Instructors should decide what works best in their classroom.  Based on our results, 20 minutes or less is more than enough time to do this in-class activity when using a short case scenario.  For instructors, this should encourage them to try a more engaging activity which is fun and not time-consuming to administer or grade.

Clearly general biology is not just relegated to freshmen only: (29% were freshmen) and sophomores were 31% population, 22% of the students were juniors and 8% were seniors.  These data show that upper-class students are still trying to pass biology to fulfill core requirements and complete their degree.  Although there are a number of reasons why students repeat a freshman course, our ultimate goal is to increase retention and graduation rates among our students.  Engaging and active assignments help students to successfully complete basic science courses. 

Future studies might examine the number of students successfully passing general biology with active learning strategies versus those classes that are still more traditionally taught.  Other studies might include control classes and case study only classes for a more accurate comparison beyond the survey method.  Perhaps if we would have had more students who were able to participate in the focus groups, we would have been able to determine other limitations to this method beyond the survey method.  Nevertheless, our goal of going beyond anectodal evidence about one effective teaching method for biology classrooms has been fulfilled through the survey and focus group method.  As we work towards a more student-centered classroom, our study supports these efforts.

Significance of this study at an HBCU

Although instructors at HBCUs have their own styles of teaching and specific ways of engaging students at these institutions, very limited data has been collected in a scientific way beyond anecdotal evidence that confirms what students state that works for them in the classroom.  Before author 1 began using case studies in the classroom, 30-40% were failing the assignment section as compared with traditional assessment methods (quizzes, exams) whereas, only 15-20% failing after the introduction of case studies.  The activity grade in her class accounts for 1/6 of the total semester grade.  Total points were 600 points for the class.  So, the overall activity grade would be 80-85% with case studies as compared to 35-38% with traditional approaches.  Over half of students’ grades improved when they had active assignments, along with the exams in class.  Because general biology is one of the core courses required by most majors at Alabama State University and it may be the only science course that students are exposed to during their undergraduate matriculation, effective teaching methods sometimes determines not only when a student will graduate and in some cases, if they will ever graduate.  Moreover, effective teaching methods can also enhance students’ retention of life-saving information as they connect scientific literacy to health and environmental issues in their daily lives.  Herreid (2014) and Lundeberg and Mock (1995) states that research has shown that minorities and women undergraduates respond well to cases used in the classroom because their understanding of science increases and they make connections to their personal lives.  A rethinking of how we reach a new generation of students and serious reflection on faculty development for current and “seasoned” instructors is urgent, especially in our smaller institutions, where resources may be limited.

Whether African American students are studying STEM fields at an HBCU as in this study or at PWI, retention and graduation for these students are crucial as population demographics change in the United States.  Not only are more students of color needed in STEM fields, but we have to make sure those in science-related fields and other disciplines are STEM literate and have an understanding of how STEM fields play an important role in our daily lives.  As biologists and life science educators, we have a responsibility to provide the best and most effective teaching methods that will not only engage students but will also ensure that more students are able to achieve their ultimate goal of graduation and career development.

Acknowledgement

We would like to thank all 301 students who participated in this study.  We thank two anonymous reviewers, other readers, and the editor for their insightful critique of our work.  We declare no conflicts of interest that might bias this work.  Institutional Review Board (IRB rules for Human Subjects Research) guidelines were followed for this project which was assigned #2011UC001.  Funding for this work was supported by a seed grant from the Provost Office in 2012.

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Citation:

Diann Jordan, Kartz Bibb, Sabita Saldanha, Jacqueline Jones-Triche, Lila Karki, and Shirley M. Jordan (2017) Using case studies as an active learning tool to enhance student engagement and learning in general biology classrooms, Frontiers in Science, Technology, Engineering and Mathematics, Volume 1, Issue 1, 38-48