PBL effect sizes on science achievement do not differ significantly across educational levels¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Despite apparent subgroup differences (high school 1.360, middle school 1.007, university 0.898, elementary 0.609), between-level heterogeneity was not significant (Q = 3.313, p > 0.5). → 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 educational level across the 55 datasets (random effects model): 1 elementary, 33 middle school, 6 high school, 15 university studies. The author concludes PBL contributes "equally or similarly" across levels.

"it is noteworthy that there was no significant difference in the effects of PBL on academic achievement in science between educational levels (Q=3.313; Ρ > 0.5)."

Discussion¶

Related Claims¶

• Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-significant effect (ES = 0.396) — related
• PBL effect sizes on science achievement do not differ significantly between studies conducted in Turkey and abroad — related
• PBL has a high positive effect on science academic achievement compared to traditional instruction (random-effects g = 1.009) — related