The Effect Of The Case Study Method In Special Education Course On Learners’ Metacognitive Awareness, Attitudes Towards The Course and Views: A Mixed Method Study
Abstract
The aim of this study was to determine the effect of the case study method in
special education course on prospective teachers’ metacognitive awareness, attitudes
towards the course and views. This is a mixed method study, and it was conducted
using grounded (embedded) theory. The quantitative data of study were gathered using
the one group pretest-posttest model, while the qualitative data were gathered using
focus group interviews. The correlated groups T test and the Wilcoxon signed rank
test were used to analyze the quantitative data, while content analysis was used for
the qualitative data. The study found that the case study method positively improved
prospective teachers’ metacognitive awareness and attitudes towards the course. This study also determined that prospective teachers have positive views about using the
case study method in the special education course.
Keywords
special education,case study,metacognitive awareness,attitudes
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