Enhancing the Thinking Skills of Geography Education Students Through a Case-Based Learning Approach

Abstract

This study aims to examine the level, relationship, and effects of the case-based learning approach on the thinking skills of Geography students at Universiti Pendidikan Sultan Idris (UPSI). A quantitative research approach was employed using a survey design and a questionnaire administered through Google Forms. The sample comprised 164 male and female students from the fourth, fifth, sixth, and seventh semesters, selected based on the Krejcie and Morgan sampling table. Descriptive analyses, including mean and frequency percentages, and inferential analysis using Pearson’s correlation were conducted to address the research questions. The findings indicate a high level of knowledge of the case-based learning approach (M = 4.67). Pearson’s correlation analysis revealed a moderate and significant relationship between students’ level of knowledge and their learning type, namely case-based learning and conventional learning (r = .599, p < .001). In addition, the case-based learning approach demonstrated a significant effect on the thinking skills of both male and female Geography students, as reflected by the high mean score (M = 4.64). Overall, the findings indicate that male and female Geography students possess a high level of knowledge of case-based learning and that the approach is positively associated with their thinking skills. The findings may provide useful insights for educators and researchers examining the role of learning approaches in developing students’ thinking skills, knowledge, attitudes, and motivation.