Abstract
Abstract The central subject matter of the paper is the attempt to assess the learning gains exhibited by university students who were taught by the Case Method rather than the conventional lecture method in a relatively unpropitious non-case environment. Based on a systematic approach developed by educational psychologists, the project monitored the relative gains in terms of cognitive performance and change in motives and attitudes. The methodological approach is explained comprehensively and the quantitative results are discussed in a frank and an objective manner with a view to stimulating university teachers to rethink prevailing teaching methods and goals.
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