Boosting Scholars’ Performance and Revealing Learning Benefits Through Case Studies And Lectures
The primary goal of this research is to look into the use of case studies as a teaching strategy for improving students' critical thinking skills but another aspect of this is also to present an example of an scholarly article for those who might be surfing the internet for ‘do my coursework’ as they might find such a topic very difficult to write upon. Best practices are investigated and ways to foster critical thinking are discovered as a result of discovering content and procedural issues, and students tend to develop the ability to think critically as a result. This study used a combination of research methods and the SPSS application to analyse the data. The participants in this study are 42 students from the applied sciences university (ASU) in Bahrain's business management programme of leadership and group dynamics. Students' critical thinking skills have improved as a result of the case study method, according to the research findings.
The outcomes of this study could be very useful to other higher education institutions in the Gulf region. If case studies are employed in the classroom, it will help educators foster active learning by improving leadership and group dynamics. It is also likely to instil critical thinking skills, which are crucial for the development of leadership abilities.
Skills in Critical Thinking There is no universally agreed, all-encompassing framework or set of criteria for describing or assessing critical thinking (Myrick, 2002). The authors offer a variety of critical thinking concepts and perspectives (Kaddouro, 2011).
Cognitive skills and attitudes have been defined in the notion of critical thinking, according to Profetto-McGrath (2003). In this context, Nieto and Saiz (2011) define critical thinking as a set of higher-order cognitive talents and dispositions distinct from lower-order or simpler abilities. Active learning strategies also encourage critical thinking by activating cognitive processes (Youngblood & Beitz, 2001). Critical thinking is deliberate thinking in which people apply criteria and intellectual standards to their thoughts on a regular basis (Paul, 1993; Popil, 2011). (Just in case, you are searching for someone to write my coursework on this subject, we are always there to help you out.)
"Outcome-driven, open to new ideas, flexible, eager to change, innovative, creative, analytical, communicative, assertive, persistent, caring, energetic, risk-takers, knowledgeable, resourceful, observant, intuitive, and 'out of the box' thinkers" are characteristics of critical thinkers (Ignatavicius, 2001). Critical thinking, according to Giancarlo and Facione (2001), is a self-directed and well-organised cognitive process that results in high-quality findings and conclusions through the examination, research, measurement, and reformulation of thinking. Facione (2006) provided the operational definition of critical thinking for this study, which includes the ability to examine, synthesise, infer, and assess circumstances.
Critical thinking can be examined in a variety of ways, although it is most commonly considered as a process rather than an aim or a destination (Petress, 2004). Critical thinking occurs throughout and across all of these domains and is not restricted to certain knowledge areas, disciplines, or experiences (Paul & Elder, 2013). Yet those finding it difficult to spare their time upon it contact us for the coursework writing services for our time tested excellence. Critical thinking develops as a result of reflection on both knowledge and experience. According to Zelaieta Anta and Camino Ortiz de Barrón (2018), critical thinking is a reflective activity that leads to action, and students must think about what they think in order to develop it. Universities should focus on teaching students how to think rather than telling them what to think. Critical thinking is a process that takes time to master. University teachers must be conscious of the need for transformation in order to adapt their teaching approaches to their students' learning, as their style of thinking may result in rigid routines in their teaching practices. This is what we seek to provide in our homework help.
That is to say, the teacher must also reflect on their own methods and introduce a variety of methodologies (Bezanilla et al., 2019). Critical thinking skills, according to Facione (2006), may be taught and learned. When active teaching tactics and lecture-based instruction are combined, such as group discussion and analytical questioning, information acquisition occurs, and students gain greatly (Kaddoura, 2011). One of the ways for teaching and learning critical thinking abilities is the case study (Popil, 2011). Case Study Method (2.2) According to Leenders, Mauffette-Leenders, and Erskine (2001), a case study is a description of an actual event that usually contains a challenge, a decision, an opportunity, or a problem faced by a person or persons in an organisation. A case, case study strategy, case technique, or case study method is another name for it (Popil, 2011).
The Harvard school faculty coined this term in the 1870s, and it has been used in Harvard University's business and law schools for many years (Kaddouro, 2011). Being in the arena of providing online coursework help we know that a case study is a research approach widely utilised in the social sciences (Devare, 2015; Shareia, 2015). Case studies are widely utilised in the social sciences, and they have proven to be particularly useful in practice-oriented subjects (such as education, management, public administration, and social work). Case study research has gotten little attention among the numerous approaches in social science research, despite its long history and extensive application (Biba, 2013; Ebne Yamin & Sadeghi Moghadam, 2018; Tight, 2010). Cases do not provide simple or explicit answers; rather, they stimulate critical thinking, demonstrate professional thinking, and encourage students to apply theoretical concepts to a practical problem. The case study technique is distinguished by its use of real-life scenarios, the provision of supporting data and documents for analysis, and the presentation of an open-ended topic or problem for possible resolution. Case studies are frequently long and thorough, describing well-defined issues. Learners can use both their prior knowledge and fresh information to solve the problem (DeYoung & DeYoung, 2003). Case studies can be presented to individuals or groups; however, they are most typically worked on in groups so that solutions to the problems/questions presented can be brainstormed.
Cases come in a variety of shapes and sizes, ranging from simple situations to complex scenarios. Real-life data and role play may be used in some of the scenarios (Popil, 2011). While providing coursework writing services we see that case studies engage students and allow them to apply theory to practise, practise decision-making skills on real-world problems, consider diverse points of view, participate in data analysis, and synthesise course material (Grupe & Jay, 2000; Kaddouro, 2011). Gaining new insights, learning new things, improving listening and cooperative learning skills, fostering partnerships between learners and teachers, raising awareness of ideas and assumptions, carefully thinking and evaluating ideas, as well as stimulating brainstorming and thinking are some of the different courses of action that can be understood while working on cases and scenarios (Grupe & Jay, 2000). For example, discussing the situations improves student-teacher interaction. Students are more likely to develop critical thinking skills and participate in the discovery of potential answers in this manner. Different views can be used to investigate various concepts. Case-Based Learning is an educational strategy used in the context of student-centred learning to help students learn while also teaching them how to choose their topic of interest (CBL). Case studies can be used to realise the benefits (Kaddouro, 2011) this is even accepted by the students who go on looking for ‘do my coursework’ on google. Case-Based Learning allows students to build on existing information, integrate knowledge, and analyse how it may be applied to future situations (Vora & Shah, 2015).
The examples encourage accountability and teamwork, and as a result, adult learners are motivated to critically examine and methodically learn about plausible responses rather than passively receiving knowledge (Bastable, 2003). 2.3 Critical Thinking Skills and Case Study Method Cases, according to DeYoung and DeYoung (2003), do not provide simple or accurate solutions, but rather simple or explicit responses; rather, they instil in students the need to think critically and professionally by putting theoretical principles into practise to illustrate a practical challenge. Cases elicit a desire to learn by improving students' listening and cooperative learning skills, forming partnerships between students and teachers, encouraging attention to and self-awareness of assumptions and conceptions, assisting students in learning to monitor their own thinking, and promoting thinking and brainstorming (Grupe & Jay, 2000). Case studies, according to White et al. (2009), have a lot of value in the classroom. Furthermore, they demonstrated that there is a statistically significant increase in the number of students capable of critical analysis and evaluation in thinking in their study, which showed a significant increase in the number of students who critically analysed and evaluated in thinking. Even those who earlier went to search do my coursework on google to complete such tasks.
Kaddouro (2011) investigated nursing students' critical thinking abilities using two curricular approaches: Case-Based Learning (CBL) and standard didactic teaching (Lecture-Based Teaching). He discovered that individuals who learnt through Case-Based Learning (CBL) outperformed traditional programme participants on the total critical thinking score and all critical thinking subscales. The discovery that the Case-Based Learning (CBL) technique appeared to be more helpful in fostering critical thinking abilities for nursing students than the standard lecture-based teaching methodology was a favourable consequence of this study. According to Popil (2011), employing case studies in the classroom helps educators promote and strengthen active learning critical thinking abilities. Pilz and Zenner (2018) look into how the case study method might aid in the promotion of networked thinking in business education. Because networked thinking considers interactions and consequences, it is critical for decision-making in the complex set of rules that determines today's commercial reality. Case studies help students develop problem-solving, higher-order thinking, and critical thinking skills, all of which are essential for networked thinking. Students in business management classes are likely to be prepared to make decisions in a complex world. The ability to handle complex situations and, as a result, make significant and informed decisions requires networked thinking skills. The results showed that using case studies helped students think in a more networked way. Post-testing yielded a higher number of propositions than pre-testing but that takes a lot of time and you may reach us out if you are looking for any online assignment help in this regard.
As a result, they came to the conclusion that students in business and management classes who worked on a case study accurately recognised more interactions in post-testing than they did in pre-testing. Allen and Toth-Cohen (2019) supported the use of case studies to enhance critical thinking in their research. They discovered that employing case studies in the manner of progressively independent participation can help with anxiety reduction, confidence building, and critical thinking. They also found that case studies helped students develop and apply critical thinking to their fieldwork experiences, according to the same research.