The DOI matches its Crossref record; 44 of the 45 references it cites were found in a registry or an index.
The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education
Open accessAbstract
Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“These discussions promoted the sharing and integration of diverse viewpoints, a process believed to enhance critical thinking skills.20”
From The Impact of Artificial Intelligence-Assisted Learning on Nursing Students' Ethical Decision-making and Clinical Reasoning in Pediatric Care (2024) · cites this paper as [20]
Citations
Cites
Hartley, J. (2004) · Essential Guide to Qualitative Methods in Organizational Research · doi:10.4135/9781446280119.n26 · Cited by 15,461
Teaching for quality learning at university
Boulton‐Lewis, G. M. (2008) · Faculty of Education · Cited by 4,926
Critical Thinking: What It Is and Why It Counts
Facione, P. A. (2011) · Cited by 2,252
What passes as a rigorous case study?
Gibbert, M., Ruigrok, W., & Wicki, B. (2008) · Strategic Management Journal · doi:10.1002/smj.722 · Cited by 2,185
Critical thinking : how to prepare students for a rapidly changing world
Paul, R. (1995) · Foundation for Critical Thinking eBooks · Cited by 488
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Paul, R. W., & Elder, L. (2002) · CERN Document Server (European Organization for Nuclear Research) · Cited by 420
Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature
Behar‐Horenstein, L. S., & Niu, L. (2011) · Journal of College Teaching & Learning (TLC) · doi:10.19030/tlc.v8i2.3554 · Cited by 413 · cited 2×
“Hence, case studies provide a larger amount of data that covers various aspects Behar-Horenstein and Niu (2011).”
BackgroundMethodPromotion of critical thinking by using case studies as teaching method
Popil, I. (2010) · Nurse Education Today · doi:10.1016/j.nedt.2010.06.002 · Cited by 383 · cited 5×
“Critical thinking is purposeful thinking in which individuals systematically and habitually impose criteria and intellectual standards upon their thought (Paul, 1993; Popil, 2011).”
BackgroundMethodInfluentialMethodologies for teaching-learning critical thinking in higher education: The teacher’s view
Bezanilla, M. J., Nogueira, D. F., Ruiz, M. P., & Galindo‐Domínguez, H. (2019) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2019.100584 · Cited by 361 · cited 1×
“That is, the teacher must also reflect on their practices and introduce different and varied methodologies (Bezanilla et al., 2019).”
BackgroundToward Developing a Framework for Conducting Case Study Research
Ebneyamini, S., & Moghadam, M. R. S. (2018) · International Journal of Qualitative Methods · doi:10.1177/1609406918817954 · Cited by 320
Cited by
Sorted by citations
Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice
Eager, B., & Brunton, R. (2023) · Journal of University Teaching and Learning Practice · doi:10.53761/1.20.5.02 · Cited by 287
“Prompts that direct AI models to generate content have the potential to facilitate the development of critical thinking and problem-solving skills in students (cf. Mahdi et al., 2020; Tsui, 2002).”
BackgroundShin, H., De Gagne, J. C., Kim, S. S., & Hong, M. (2024) · CIN: Computers, Informatics, Nursing · doi:10.1097/cin.0000000000001177 · Cited by 47
Pnevmatikos, D., Christodoulou, P., Georgiadou, T., & Lithoxoidou, A. (2023) · Education Sciences · doi:10.3390/educsci13040416 · Cited by 47
Suyo-Vega, J. A., Fernández-Bedoya, V. H., & Meneses-La-Riva, M. E. (2024) · F1000Research · doi:10.12688/f1000research.143392.2 · Cited by 19
Integrating emerging technologies to enhance special education teacher preparation
Howorth, S. K., Marino, M. T., Flanagan, S. M., Cuba, M. J., & Lemke, C. (2024) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-08-2024-0208 · Cited by 17
Metadata
- Authors
- Mahdi, O. R., Nassar, I. A., & Almuslamani, H. A.
- Affiliations
- Applied Science University (BH)
- Venue
- International Journal of Higher Education
- Publisher
- Sciedu Press
- Published
- 2020-03-09
- Volume
- 9
- Issue
- 2
- Pages
- 297
- ISSN
- 1927-6044 (ISSN-L)
- 1927-6052
- OpenAlex
- W3010740618
- Cited by
- 104
- References
- 45
- Citations by year
- 2026: 9 · 2025: 21 · 2024: 36 · 2023: 24 · 2022: 8 · 2021: 3 · 2020: 2
- FWCI
- 14.02
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Higher Education (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Education › Management and Marketing Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- case study method, critical thinking skills, teaching methods, leadership education, group dynamics, active learning, business administration students, university teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
