A case-based learning approach to commercial banking education: Evaluating student outcomes in financial product pitching and marketing strategies

Abstract

This study evaluates the effectiveness of a Case-Based Learning (CBL) approach in enhancing student learning outcomes within a Commercial Banking course (FIN370). Utilizing an authentic assessment framework, student performance (N=17 groups, equivalent to 85 students) was evaluated across five core domains: Entrepreneurial Idea (5%), Value-Driven Decision Making (5%), Communication of Ideas (10%), Marketing Strategy (6%), and Understanding of Financial Product Context (4%). The empirical findings indicate robust overall academic achievement (Mean=26.04/30.00, SD=2.05, 86.8%). Students demonstrated the highest proficiency in Understanding of Financial Product Context (89.0%) and Value-Driven Decision Making (88.2%). Further analysis highlights that persuasive communication skills and strategic marketing execution serve as critical bridges that convert technical banking knowledge into practical, industry-aligned financial pitching. This research offers valuable pedagogical insights for educators seeking to bridge theoretical finance concepts with experiential, industry-ready application.