Impact of Interactive Case Studies on Economics Students’ Critical Thinking Skills

Thesis Abstract

In the evolving landscape of higher education, fostering critical thinking skills among economics students has become an imperative for equipping them with the analytical competencies necessary for effective decision-making and policy analysis. Despite the acknowledged importance of active learning strategies, the specific impact of interactive case study methodologies on the development of critical thinking skills within the context of economics education remains underexplored. This study aims to empirically investigate the effect of interactive case studies on enhancing critical thinking abilities among undergraduate economics students, with specific objectives to determine the extent of skill improvement, identify differential effects across student demographics, and assess students’ perceptions of the learning process facilitated by these case studies. Employing a quasi-experimental research design, the study comparative analysis involved a total sample of 180 undergraduate economics students from two comparable universities, divided equally into a treatment group exposed to interactive case studies integrated into their curriculum and a control group engaged in traditional lecture-based instruction. The treatment spanned one academic semester, during which the intervention was systematically implemented. Data collection instruments included a validated Critical Thinking Dispositions and Skills Questionnaire (CTDSQ), pre- and post-intervention, complemented by focus group discussions and classroom observation checklists to capture qualitative insights. To ensure instrument validity and reliability, pilot testing was conducted, achieving a Cronbach’s alpha coefficient of 0.85 for the quantitative measures. Data analysis employed descriptive statistics, paired and independent t-tests to assess pre-post changes and differences between groups, along with multiple regression analysis to determine the influence of demographic variables on critical thinking gains. Qualitative data from focus groups were thematically analyzed to contextualize quantitative findings. Anticipated findings are expected to reveal a statistically significant improvement in critical thinking scores within the treatment group compared to the control group, substantiating the hypothesis that interaction-driven case studies promote higher-order cognitive skills. Additional results may indicate variances based on gender, prior academic performance, and engagement levels, contributing to an understanding of contextual factors influencing the effectiveness of interactive learning methods. The thematic analysis of student perceptions is projected to highlight increased engagement, confidence in problem-solving, and perceived relevance of economics concepts when taught through case studies, corroborating quantitative outcomes. This research contributes to the existing body of knowledge by empirically establishing the pedagogical efficacy of interactive case studies in economics education and offering a nuanced understanding of their role in developing critical thinking skills. It extends theoretical insights rooted in Dewey’s experiential learning theory and Vygotsky’s social constructivism, emphasizing active engagement and cognitive scaffolding in learning processes. The findings serve as a basis for curriculum designers, educators, and policymakers to incorporate interactive case methodologies into economics instruction, ultimately fostering more analytically adept graduates capable of addressing real-world economic challenges. The study concludes that integrating interactive case studies significantly enhances critical thinking skills among undergraduate economics students. Based on the results, it is recommended that economics educators adopt structured case-based pedagogies, provide training for effective implementation, and foster an active learning environment that encourages student participation and reflection. Future research should explore longitudinal effects of case study methodologies and expand inquiry into other domains within social sciences, thereby broadening understanding of active learning strategies in higher education.