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NTU Management Review Vol. 32 No. 3 Dec. 2022

3. Findings

Our results demonstrate that adopting CMMCE improved students’ learning
effectiveness significantly in terms of critical thinking disposition and learning interest

when compared to other two conditions. Moreover, the effects are particularly pronounced
for two components of critical thinking disposition: systematicity and analyticity, and
holistic and reflective thinking. In addition, these effects are especially noticeable for
situational interest, one of the components of learning interest. However, the above aspects

of learning effectiveness do not differ between students taught in the traditional case
method teaching and in lectures
Additionally, our qualitative interviews reveal that students in the CMMCE groups
recognize the importance of instructor support in the early stage of case teaching and

the dramatic effect of the modified consulting exercise in transforming passive learners
into active participants. Furthermore, our evidence gathered from the first and second
questionnaires confirms that adopting the modified consulting exercise improve students’
critical thinking disposition and learning interest when compared to the traditional case

method teaching.

4. Research Limitations/Implications

Our study has some limitations. First, although analyzing a single department
mitigates potential confounding influences, it limits the generalizability of our findings.
Further research adopting larger sample designs or employing multi-semester analyses
will have the potential to provide evidence on the long-term impacts of experiential

learning in case-based courses. Second, the university administration does not permit
random sampling; consequently, our quasi-experimental designs demonstrate merely
that a treatment is associated with preexisting differences between groups and therefore
are potentially susceptible to the threat of selection differences. We acknowledge the
limitations of this study and consider that our results must be interpreted with caution.

Third, subsequent research should consider investigating other aspects, such as cognitive
styles and personalities of students to better understand the impact of individual differences
on student learning associated with CMMCE. Finally, we recommend further research to

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