CASE STUDIES

COMPARISON REPORT

MUHAMMAD USAMA
17221598-163
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CASE (A)
“Using Case Studies in Teaching Research Ethics’’

Summary of the Selected Case:

It is believed that discussing case studies is the most effective way of teaching, because it help
students to get involved in the issues. We do In-depth discussion of the case in the class room
easily for solving ethical problem. It is not dealing with a real ethical problem but it can be an
approximation. We spent less time on case studies while solving an ethical issue. We can
prepare a method for lead case study discussion in the classroom with a group of student or
multiple group of students. You can also offer your students some strategies and tactics before
starting the discussion. This method enhances student’s critical thinking skills. So that’s why
students expressed their liking for this method.
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CASE (A)

Issues:

▪ We can’t predict when our students can face an actual ethical conflict in research.

▪ Although a good case discussion is not same as dealing with real ethical problem.

▪ Students may get bored with case studies research method.

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CASE (A)

Lessons Learned :

▪ Using case studies in teaching is one of the best technique of teaching responsible science.

▪ We spent less time in solving problem and learn a lot Because it is performed in a group

discussion.

▪ Everyone share their thoughts and we find best solution very quickly.
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CASE (B)
“Introducing Argumentation In Higher Education Pakistan
A New Paradigm of Teaching Ethic based Topics’’

Introduction of Selected Organization:

COMSATS Institute of Information Technology, Islamabad.

Usually Ethics taught through traditional lecture method. Argumentation method in teaching has
gained popularity in west but not gained required attention in Pakistan. In order to enable the
students to understand and use argumentation, the researcher conducted two training sessions
each of 1.5 hour duration with an undergraduate class of bio-science 3rd semester students. The
student first guided how to do argumentative analysis, justify claims with evidence. Then, we did
test with a questionnaire given to all the students and ask them to solve using this argumentation
method. Students argumentation skills also monitored with the time. In the end, students
expressed their liking for this method which helped in making decisions and greater conceptual
understanding.
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CASE (B)
Issues:

▪ A lengthy duration with the traditional lecture method can results in boredom of students.

▪ Because of traditional lecture method using from decades in Pakistan So students have lack of
familiarity with discussion and argumentation.

▪ This method has some limitations as well. A student should have prior knowledge about the
topic to make a decision and provide justification for the claims.

▪ We can’t predict when students can face conflict in Ideas.

▪ Although a good case discussion is not same as dealing with real ethical problem.
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CASE (B)

Lessons Learned :

▪ Argumentation method is an effective technique in improving student’s performance.

▪ Students learned a lot better compared to those taught through the traditional method.

▪ Everyone shares their thoughts and we find best and effective solution. We can learn very

much with ideas and discussions.

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Criteria of Comparison

Comparison will be on the basis of

▪ Method used

▪ Process

▪ Study Type

▪ Approach used

▪ Results.
COMPARATIVE
ANALYSIS
Criteria Case (A) Case (B)

Method Used Using Case Study in Teaching Ethics Using Argumentations in Teaching Ethics.

Process 1. Distribute a copy of case study to all
students.
2. Ask one or more students to
volunteer to read the case aloud.
3. Then give students a chance to ask
any questions of factual clarification
they might have.
4. Then give students a few minutes to
write some thoughts.
5. Then ask students their answer and
write on board. (For Large group of
students, just ask random students
their answer and write on board.)
6. Then the discussion started and
student participate in it more than the
teacher.
7. Finally, the case brought to some
kind of closure.
1. The students were divided into small
groups of 3 or 4 members.
2. The researcher writes the topic for
argumentation on the board.
3. Then students were asked to discuss the
topic in their group for 10 minutes.
4. After discussion, the students could write
an argumentation individually or
collectively as a group, taking 5 minutes
5. The group would then present their
argumentation before the class, mindful of
the necessary components of
argumentation. The time allocated for this
activity was 30 minutes.
6. After all groups’ argumentation, the final
comments and concluding remarks are
given by the teacher with the help of
students.
COMPARATIVE
ANALYSIS
Criteria Case (A) Case (B)

Study Type Individual Group Discussion

Approach Used The researchers used Six Factors in this The researcher used Grounds Competency
approach to point out the distinction between the Argument Pattern (GC-AP) in the present
facts presented in the case and the research to determine the quality of
interpretations of facts. argumentation.
Those Factors are:
▪ Facts GC-AP has 3 main components.
▪ Interpretations of the facts ▪ Claim
▪ Consequences ▪ Grounds
▪ Obligations ▪ Rebuttal
▪ Rights
▪ Virtues (or character)

Result Students expressed their liking for this method. Students expressed their liking for this method.