Development of Learning Achievement in Business Culture Course by Using Case-Based Learning for First-Year Students in Faculty of Business Administration
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The purposes of this study were to: 1) compare students' learning achievement in business culture course before and after using the traditional teaching method, 2) compare students’ learning achievement in the business culture course before and after using the case-based learning and 3) compare post learning achievement between students taught through case-based learning activities and the
traditional teaching method.
The sample group of this study consisted of 90 first-year students enrolling in a business culture course in the first semester of academic year 2026 at Shaanxi Technical College of Finance and Economics. The samples were selected using cluster random sampling and divided into an experimental group and a control group, with 45 students in each group. The research instruments included 1) learning management plans based on case-based learning incorporating a 7-step cycle 2) learning management plans based on the traditional teaching method, and 3) a 50-
item learning achievement test. The data were analyzed using mean, standard deviation, and t-test.
The results of the study revealed that: 1) students' learning achievement after instruction using the traditional teaching method was higher than before instruction at the statistical significance level of .01 (x̄pre = 66.36, x̄post= 70.58,
t = 7.559, p < .01), 2) students’ learning achievement after instruction using casebased learning was higher than before instruction at the statistical significance level of .01 (x̄pre = 67.11, x̄post = 75.56, t = 13.437, p < .01), and 3) students who learned through case-based learning achieved significantly higher post-learning achievement
than those who learned through the traditional teaching method at the statistical significance level of .01 (x̄CBL = 75.56, x̄Trad = 70.58, t(88) = 2.746, p = .0035, 1-tailed).
The study synthesizes the CBL-BC Model, demonstrating that bridging direct instruction with structured case exploration substantially advances theoretical retention and contextual decision-making among first-year vocational undergraduates.
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