Effects of Case Method on Civic Competence of Students from Different Socio-economic Backgrounds

Abstract

This study intended to measure the effects of case method teaching and students’ socio-economic status on their civic competence at elementary level. The study was experimental and quantitative with a 2x3 factorial design. Sample of the study was comprised of sixty students of 8th grade. Participants were divided into three groups based on the moderating role of their parents’ socio-economic status, after that students were randomly divided into six group. The control group was traditionally taught, whereas the experimental group was taught using case method teaching. Civic competency was measured by civic competence indicator test (CCIT). Moderating variable socio-economic background was measured by socio-economic status scale (SESS). Descriptive statistical techniques and Two-way ANOVA tests were employed with SPSS version 24. The results of this study concluded that case teaching method (CMT) remained significant effects on civic competence of students. It is recommended that institutes and centers for teachers’ professional development include case method teaching that is the most practical, effective and interesting activity both for teachers and students. Policy producers, curriculum designers and text book authors may include cases to pass students through reflective discussion, consequential thinking and decision making process.