Case method versus project-based learning: Effects on students' ecological literacy

Abstract

Learning in schools has not yet effectively utilized appropriate learning models, leading to low reasoning abilities and critical thinking skills among students, particularly in environmental literacy. Therefore, the appropriate learning models to solve these problems are the case method and project-based learning. This study aims to ascertain differences in ecological literacy skills between high and low ecological literacy levels using the case method and project-based learning, and to examine whether there is an interaction effect between learning models and ecological literacy skills. This study uses a quasi-experimental design. The population in this study consisted of 90 fourth-grade students at a public school. The sample used consisted of 60 students, selected using random sampling. The research results showed that the project-based learning strategy had a higher average ecological literacy score than students taught using the case method learning (F = 20.067; p-value = 0.000 < 0.05). A noteworthy interplay between learning techniques was observed (case-based and project-based learning) and ecological literacy ability (high and low) on ecological literacy (F = 9.127; p-value = 0.004 < 0.05). Ecological literacy ability with the case method learning strategy was lower compared to the project-based learning strategy at both high and low ecological literacy levels. In conclusion, to get the most out of learning, teachers should use project-based learning methods that fit their students’ ecological literacy levels.