Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? Moderator analysis showed moderate positive effects in STEM and healthcare domains but a trivial positive effect in other domains, a statistically significant difference. → Wijnia 2024
Evidence¶
Wijnia 2024¶
Wijnia, L., Noordzij, G., Arends, L. R. A., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students' Motivation: a Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09864-3
q4 · i? · quant-synthesis · r?
CHE-model moderator analysis of academic domain. The authors report "Moderate, positive effects were found for studies conducted in the STEM and healthcare domains, whereas a trivial, positive effect was found in other domains"; the three-level test was significant, F = 4.60, p = 0.011, with other domains d = 0.083 versus healthcare d = 0.541.
"Moderate, positive effects were found for studies conducted in the STEM and healthcare domains, whereas a trivial, positive effect was found in other domains."
Discussion¶
Related Claims¶
- Single-course implementations of problem-driven learning show larger motivation effects than curriculum-wide implementations — related
- Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs — related
- Creating products as part of problem-driven learning does not change its effect on motivation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
domain-moderator-healthcare-stem-larger |
title |
Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains |
description |
Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wijnia-2024 |
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