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ISSN No. 2454-6186 | DOI: 10.51584/IJRISS | Volume IX Issue XII December 2025
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Perception of the Case Study Method and Its Impact on University
Learning: A Quantitative Study
Mamani C., William
1
, Monroy H., Kreimer
2
, Ortiz A. Obdulia
3
1,2,3
Continental University
1
https://orcid.org/0000-0003-2388-8340
2
https://orcid.org/0009-0006-9892-8369
3
https://orcid.org/0009-0000-5843-2568
DOI: https://doi.org/10.47772/IJRISS.2025.91200080
Received: 10 December 2025; Accepted: 17 December 2025; Published: 31 December 2025
ABSTRACT
The case method has established itself as an active methodology that promotes critical analysis, participation,
and decision-making in educational contexts, especially in the field of health sciences. However, quantitative
evidence on student perceptions of its effectiveness is still limited in Latin America. The objective of this study
was to evaluate university students' perceptions of the case method after its application as a central pedagogical
strategy in the Determinants of Health course. A quantitative, non- experimental, descriptive, cross-sectional
study was conducted with a census sample of 54 students. The Case Method Perception Instrument (IPMC-
24) was applied, validated using Aiken's V (0.89) and with high internal reliability (α = 0.93). The results show
highly favorable perceptions in all dimensions evaluated: pedagogical relevance (M = 4.63), applicability in
real scenarios (M = 4.74), participation and critical analysis (M = 4.74), satisfaction and perceived usefulness
(M = 4.76), and overall satisfaction (M = 4.80). The relative frequencies show that more than 77% of students
selected the category "Strongly agree" in all dimensions. The findings confirm that the case method is valued
as a relevant, motivating, and effective strategy for developing health science skills. It is concluded that its
systematic implementation promotes deep and contextualized learning, which supports its use as a central
methodology in university settings focused on the analysis of real health problems.
Keywords: case method, student perception, active learning, higher education.
INTRODUCTION
The case method has been widely recognized as an active pedagogical strategy that places students at the center
of their learning, allowing them to analyze situations that simulate or represent real problems in their
professional field. This methodology promotes critical reflection, analytical reasoning, and informed decision-
making, which are essential components of contemporary higher education (Kim & Hannafin, 2024).
In the context of health sciences, traditional training focused on lectures and one-way transmission of
knowledge has been questioned for its limited ability to develop complex skills. For this reason, methodologies
such as the case method have gained relevance by promoting situated, integrative learning oriented toward
solving real health problems (Fukada et al., 2022). Several recent studies indicate that the case method
improves understanding of epidemiological, social, and clinical problems by allowing students to connect
theory with practice and act on realistic scenarios that simulate their future professional performance
(Hernández & López, 2023; Patel et al., 2021). Likewise, current research highlights that this methodology
increases motivation, participation, and a sense of academic self-efficacy (García-Peña et al., 2022). In courses
related to public health and, particularly, to the social determinants of health, the case method takes on special
importance, as it allows for the analysis of complex, multidimensional, and structural realities of the health
system, fostering critical and reflective thinking about health inequalities (Baker et al., 2022).
Despite the reported benefits, student perceptions of the case method have been little explored using robust
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.51584/IJRISS | Volume IX Issue XII December 2025
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quantitative approaches, especially in Latin America. Understanding these perceptions is essential, as they
influence the acceptance of the methodology, active participation, and learning outcomes.
Therefore, the present study aims to evaluate the perception of the case method among university students
in the health sciences after the implementation of an pedagogical experience based exclusively on this
methodology.
METHODOLOGY
A. Study design and population
2.1 Study design
A quantitative, non-experimental, descriptive, cross- sectional study was conducted to analyze university
students' perceptions of the application of the case method in the teaching-learning process.
2.2 Participants
The population consisted of 54 health science students enrolled in the Determinants of Health course during
the 2025-II academic semester at a university in the city of Arequipa, Peru. A census sample was used,
including all students enrolled in the course. The average age of the participants was 20 years (SD = 2.6), with
representation from both sexes and different academic cycles within the training program.
2.3 Ethical considerations
The study was conducted in accordance with the ethical principles of educational research. Participation was
voluntary, and informed consent was obtained from all students before the instrument was administered.
Anonymity and confidentiality of information were guaranteed, and the data were used exclusively for
academic and research purposes. As this was a descriptive study with no intervention or risk to participants,
evaluation by an institutional ethics committee was not required.
2.4 Instrument
The Case Method Perception Instrument (IPMC-24) was used, consisting of 24 items distributed across five
dimensions:
a. Pedagogical relevance
b. Applicability in real scenarios
c. Participation and critical analysis
d. Satisfaction and perceived usefulness
e. Overall satisfaction with the method
The instrument uses a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree).
Validity and reliability
Content validity was determined using the Aiken coefficient (V = 0.89), which shows an adequate degree of
agreement among expert judges. Internal reliability was also evaluated using Cronbach's alpha coefficient,
obtaining a value of α = 0.93, indicating high internal consistency of the instrument.
B. Implementation of the case method
The case method was implemented over a continuous period of ten weeks. Real cases related to the social
determinants of health were used, selected based on their thematic relevance, complexity, and relevance to the
course's learning objectives. Students worked in groups of four, promoting collaborative discussion, critical
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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analysis, and informed decision-making. The role of the teacher was to act as a learning facilitator, guiding the
discussion through probing questions, promoting reflection, and avoiding providing direct answers. As a final
product, students designed and implemented a prioritized educational program applied to a real-world context,
which allowed them to integrate theory and practice.
C. Procedure and bias control
Data collection was carried out at the end of the course, once the case method had been implemented. The
IPMC-24 instrument was administered digitally, anonymously, and self-administered, without the presence of
the evaluating teacher, in order to reduce social desirability bias and encourage honest responses.
C. Statistical analysis
Data analysis was performed using descriptive statistics. Absolute and relative frequencies were calculated for
each response category of the five dimensions evaluated. Likewise, measures of central tendency and
dispersion were estimated, including arithmetic mean, standard deviation, minimum and maximum values, in
order to describe the overall perception of the student body. Given the descriptive approach of the study and
its emphasis on perception, no inferential tests were applied.
RESULTS
A. Table 1. Descriptive statistics of the IPMC-24 dimensions (n = 54)
Dimension
Mean
SD
Min
Max
Pedagogical relevance (D1)
4.63
0.53
3
5
Applicability in real-life scenarios (D2)
4.74
0.50
3
5
Participation
and
critical
analysis
(D3)
4.74
0.49
3
5
Satisfaction and perceived usefulness
(D4)
4.76
0.46
3
5
Overall satisfaction with the method
(D5)
4.80
0.47
3
5
All dimensions have averages above 4.60, confirming a highly positive perception of the case method. The
standard deviations (0.46–0.53) indicate low variability, demonstrating consensus among participants. The
highest- rated dimension was Overall satisfaction (4.80), showing that the methodology was very well
received. The dimension with the greatest dispersion was Pedagogical relevance, explained by the presence of
a neutral response.
B. Table 1.1 Pedagogical relevance (D1)
Likert score
Absolute frequency
Relative frequency (%)
1 (Strongly disagree)
0
0.0
2 (Disagree)
0
0
3 (Neither Disagree nor Agree)
1
1.9
4 (Agree)
9
16.7
5 (Strongly agree)
44
81.5
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The majority of students (≈81%) rated the pedagogical relevance of the case method as "Strongly agree,"
indicating that they consider this methodology to be appropriate for the course objectives. Seventeen percent
reported "Agree," while only one student (≈2%) responded "Neither agree nor disagree." The overall
perception is highly positive, with almost unanimous acceptance of the method as relevant and aligned with
the training content.
C. Table 2.2 Applicability in real scenarios (D2)
Likert score
Absolute frequency
Relative frequency (%)
1 (Strongly disagree)
0
0.0
2 (Disagree)
0
0
3 (Neither Disagree nor Agree)
1
1.9
4 (Agree)
7
13
5 (Strongly agree)
46
85.2
In this dimension, more than 85% selected "Strongly agree," followed by 13% who selected "Agree." Only
one student remained neutral. Students perceive that the case methodology directly contributes to connecting
theory with real-life situations involving health determinants, reinforcing its professional applicability.
D. Table 2.3 Participation and critical analysis (D3)
Likert score
Absolute frequency
Relative frequency (%)
1 (Strongly disagree)
0
0.0
2 (Disagree)
0
0
3 (Neither Disagree nor Agree)
2
3.7
4 (Agree)
10
18.5
5 (Strongly agree)
42
77.8
The vast majority (77%) selected "Strongly agree" and 19% selected "Agree." Two students (4%) remained
neutral. The case method seems to strongly encourage active participation and critical analysis skills, consistent
with active learning pedagogical approaches.
E. Table 2.4 Satisfaction and perceived usefulness (D4)
Likert score
Absolute frequency
Relative frequency (%)
1 (Strongly disagree)
0
0.0
2 (Disagree)
0
0
3 (Neither Disagree nor Agree)
1
1.9
4 (Agree)
11
20.4
5 (Strongly agree)
42
77.8
78% agreed strongly, 20% agreed, and only one student (2%) gave a neutral response. Students consider the
case method useful and satisfactory for developing skills within the course, showing a high level of satisfaction
with the teaching experience.
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F. Table 2.5 Overall satisfaction with the method (D5)
Almost 85% selected the highest category ("Strongly agree"), 17% selected "Agree," and only one student
remained neutral. There is a very high overall level of satisfaction with the methodology used, which
demonstrates acceptance and positive assessment of the case method as a central strategy of the course.
DISCUSSION
The results of the study show that the case method was perceived by students as a highly effective strategy for
learning about health determinants. Averages above 4.6 in all dimensions evaluated indicate a generally
positive assessment. These findings are consistent with previous research highlighting that active
methodologies, especially the case method, promote deep, meaningful, and student- centered learning (García
& Ramos, 2021; López & Medina, 2022).
First, the high rating attributed to the relevance of the case method confirms its ability to promote a
contextualized approach to content. Recent studies indicate that this methodology is especially useful in
courses related to public health, as it allows for the analysis of complex and dynamic realities (Sánchez et al.,
2021). The present study reaffirms this perspective, showing that students recognize this strategy as an
effective way to understand the determinants of health from a critical and comprehensive perspective.
Likewise, the high average score obtained in the applicability dimension reinforces the idea that the case
method facilitates the transfer of theoretical knowledge to real practical situations. This coincides with research
indicating that, in health science degrees, this methodology promotes informed decision-making and the
development of clinical and analytical skills (Martínez & Silva, 2020; Rivera et al., 2023). The students in this
study clearly stated that case analysis allowed them to relate the content to current problems in the healthcare
system, strengthening their professional preparation.
On the other hand, the dimension of active participation and critical analysis presented equally consistent
results. In line with this, the literature indicates that the case method generates spaces for debate and reflection,
stimulates argumentation skills, and fosters higher-order cognitive processes (Fernández & Córdova, 2022).
The scores obtained in the study support this assertion, showing that students perceive this methodology as a
resource that drives their involvement and commitment to learning.
In terms of perceived satisfaction and usefulness of the method, the findings indicate very high levels of
acceptance. This trend has been reported in recent studies that highlight that active learning environments not
only improve motivation but also strengthen the perception of autonomy and relevance of the content (Paredes
& Urrutia, 2021). The highest score obtained in overall satisfaction reaffirms the effectiveness of the case
method as a pedagogical practice that promotes academic well-being and reduces the traditional passivity of
the lecture model.
Finally, the results of this study provide evidence to the growing body of literature that supports the
implementation of active methodologies in higher education contexts in health sciences. Although the study
was conducted in a specific environment and with a limited sample, the consistency of the results suggests
that the case method can be replicated in other courses with similar expectations of success. Future research
could explore comparisons between control and experimental groups or evaluate the longitudinal impact of
this methodology on the development of professional competencies.
Likert score
Absolute
frequency
Relative
frequency (%)
1 (Strongly disagree)
0
0.0
2 (Disagree)
0
0
3 (Neither Disagree nor Agree)
1
1.9%
4 (Agree)
9
16.7
5 (Strongly agree)
44
81.5
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The findings of this study not only validate the relevance and effectiveness of the case method, but also
reinforce its value as a key strategy for transforming the teaching-learning process in health sciences, aligning
with contemporary pedagogical approaches and the demands for training critical, reflective professionals
capable of facing the current challenges of health systems.
CONCLUSIONS
1. The results of the study show that the case method is perceived very favorably by university health
sciences students in the Determinants of Health course. In particular, participants expressed a positive
perception of the pedagogical relevance of the method, suggesting that this strategy is considered
consistent with the course's training objectives and appropriate for addressing complex content.
2. Likewise, the high rating of applicability in real scenarios indicates that students perceive the case
method as a strategy that facilitates the articulation between theory and practice, allowing for the
contextualized analysis of situations specific to the health field. Similarly, the high levels of perception
in the dimension of participation and critical analysis reflect that this methodology is associated with
greater active involvement of the student in their learning process.
3. Satisfaction and perceived usefulness, as well as overall satisfaction with the method, scored highly,
indicating an overall positive acceptance of the case method as a teaching strategy. However, these
findings should be interpreted within the descriptive scope of the study, as they are based on self-reported
perceptions rather than objective measurements of learning.
4. Overall, the results suggest that the case method is a teaching strategy that is positively valued by students
in health sciences education. Future research could incorporate comparative designs or pre- and post-
intervention measurements to more accurately assess its relationship to learning outcomes and the
development of professional competencies.
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