Abstract

This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class “Career Planning in Finance” in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university’s teaching assessment also indicates high satisfaction in this elective course(M=4.89, SD=0.48). Results suggest that college students’ career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.

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