PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS
4.3 Teachers’ use of the case-based method
4.3.3 Active involvement of learners in the case-based method
based teaching theory which puts emphasis on promoting interaction during the teaching process (Habasisa & Hlalele, 2014).
While the literature emphasises that the case-based method should provide rich opportunities for active learner participation (McLean, 2016; Rands & Gansemer-Topf, 2017), evidence from my lesson observations indicated quite clearly that the three teachers did not apply such levels of engagement among their learners during their lessons. Below is an excerpt from my observation notes of a conversation that took place in Faith’s classroom when she used the case-based method:
Faith: Here are the copies of the case study (distributing handouts). I will read out for you and you all listen carefully because there will be questions to follow.
Learners: (in chorus) Yes, ma’am.
Faith: (after the learners read the case study) Can I have you reading the case study individually and silently?
(There is silence in the class as the teacher assumes the learners are reading the case study. Faith is
standing in front of the class.)
Faith: (after 5 minutes) Right, who can tell us what this case study is about? Yes? (pointing at one learner)
Learner 1: It is about people selling cultural items.
Learner 2: Importance of using our culture for tourists.
Faith: Good, I think you now get an understanding of this topic. Because of the time you are going to answer the questions at home and corrections will be done in our next period.
Learners: (in chorus) Yes, ma’am.
Although Faith gave her learners the opportunity to read the case study and share their ideas, she deprived them of the opportunity to discuss and debate issues raised in the case study. She asked the learners to offer their opinions in a very controlled manner without asking questions to prompt further discussion.
Below is another example of a conversation that took place in Mark’s classroom when using case-based method:
Mark: Read the first question (points at one of the learners as they all raise their hands).
Learner 1: Read the answer from the exercise book?
Mark:
Yes, that is correct. (Writes the answer on the board.
He then reads the second question). Yes? (pointing at a learner)
Learner 2: (gives an incorrect answer)
Mark:
(shaking his head) That is not correct… Yes?
(pointing at another learner)
(He repeats the process until all the questions have been answered.)
Mark asked learners to read their answers but did not explicitly involve them in any discussions on the case study. This part above illustrates the extent to which Mark involved his learners when using the case-based method. It was clearly not adequate because the ‘discussion’ was superficial as the learners were not tasked to work collaboratively to arrive at negotiated answers. Mark did not show any attempt to actively involve his learners when using the case-based method as he had alluded to in the interview. He did not create opportunities for dialogue to actively engage the learners in meaningful discussion based on the case study. The individual answering of questions based on the case without any discussion or debate meant that the case study was an assessment strategy rather than a teaching and learning strategy. This served what may be seen as a superficial low-level function and was designed to elicit low-level recall rather than engaging leaners in deep learning, which is suggested in the literature (Leonard Jr. & Cook, 2010).
Below is an example of a conversation that took place in John’s classroom when he used the case-based method and as I noted it:
John: I want you all to listen carefully to the scenario that I am going to narrate to you because it is about the topic that I will teach, do you understand?
Learners: Yes, Sir.
John: (narrates the case study) Did you get that clearly?
Learners: Yes, Sir
John: I want you to discuss with your partners in five minutes what types of maps that they will need...
John took some strides forward by allowing his learners to discuss some aspects of the case study in pairs. After narrating the case study, John instructed them to discuss a certain aspect with their partners. However, the learners were given minimal time to discuss and debate this issue in pairs. According to Coorey and Firth (2013), implementing small group work in the case-based method is one way of creating opportunities for students to interact with one another. John did not take advantage of the seating arrangement in his class which allowed learners to work in small groups/pairs. While allowing his learners to share their ideas in pairs, John did not give them opportunities to deeply engage with the case study that he had narrated in the five minutes he gave them. There was also no follow-up discussion on the ideas that they generated in pairs.
The tenets of the case-based method stress that learner participation and involvement in discussion are essential features of this method (Lyons & Bandura, 2020). However, John admitted that he knew that he did not create opportunities for his learners to actively participate in debates of case studies when using the case-based method and that he was impeded by contextual factors. This reflected all three teachers’ stance as