Effect sizes of PBL on science achievement differ significantly by publication type, with conference proceedings showing a negative effect¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2022 · 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.
q3 i? Between-group heterogeneity of effect sizes differed significantly by publication type (Q = 28.161, p < 0.05), with articles (1.130), doctoral theses (1.031), and master's theses (0.982) ranking highest and conference proceedings negative (g = −0.136). → Ufuk Uluçınar 2022
Evidence¶
Ufuk Uluçınar 2022¶
Ufuk Uluçınar. (2022). The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study. Science Education International, 34(2), 72-85. https://doi.org/10.33828/sei.v34.i2.1
q3 · i? · quant-synthesis · r3
Moderator analysis by publication type across the 55 datasets (random effects model): 2 conference papers, 21 articles, 20 master's theses, 12 doctoral dissertations; between-group heterogeneity Q = 28.161, p < 0.05. Conference proceedings effect was "significant and in the negative direction".
"it has been found that the effect of PBL practices on science academic achievement was significant and in the negative direction in conference proceedings (Hedges’s g = −0.136)."
Discussion¶
Related Claims¶
- Publication type and study origin do not significantly moderate the digital story effect on academic achievement — related
- Effect size of creative drama on skills varies significantly by publication type, with theses showing larger effects than articles — related
- Publication type (article vs. thesis) does not significantly moderate the effect of formative assessment on student learning — related
- Academic achievement effects of STEM practices differ significantly by publication type and education level but not by lesson type — related
- PBL has a high positive effect on science academic achievement compared to traditional instruction (random-effects g = 1.009) — related
- Effect sizes differ significantly by publication type, with master's theses highest (g = 1.443) and research articles lowest (g = 0.278) — related
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