PBL effect sizes on science achievement do not differ significantly across physics, chemistry, and biology¶

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? Effect sizes were high in physics (1.069), biology (0.981), and chemistry (0.961), with homogeneous distribution across the three subjects (Q = 0.263, 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 science subject across the 55 datasets (random effects model): physics n = 19, chemistry n = 22, biology n = 12. The author concludes PBL "may have a similar or equal effect on academic achievement, regardless of the biology, physics, and chemistry subjects."

"the heterogeneity test displays that the effect sizes of these three science areas exhibited a homogeneous distribution (Q=0.263; Ρ > 0.5)."

Discussion¶

Related Claims¶

• Scientific discipline does not significantly moderate PBL’s effect on secondary science achievement — a broader claim this one bears on
• Concept-mapping effect sizes vary by science subject (physics/earth science g = 1.040, biology g = 0.671, chemistry g = 0.590) but not significantly — related
• The effect of the 7E learning cycle on achievement differs significantly by subject matter, with the largest average for chemistry and the smallest for science — related
• PBL has a high positive effect on science academic achievement compared to traditional instruction (random-effects g = 1.009) — related
• The meta-analysis corpus comprised 55 datasets drawn predominantly from Turkish studies and middle-school settings — related