PBL has a high positive effect on science academic achievement compared to traditional instruction (random-effects g = 1.009)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 55 experimental study datasets, PBL in science education produced a high average effect size on academic achievement relative to traditional instruction (Hedges's g = 1.009, 95% CI 0.805–1.213). → 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 · i3 · quant-synthesis · r3

Experiment-effectiveness meta-analysis of 55 datasets from experimental control-group studies in science lessons, analyzed in CMA V3. The random effects model was chosen because the distribution was heterogeneous (Q = 508.460; I² = 89.38%), and the "average effect size is 1.009", a high effect under Cohen's classification.

"According to the random effects model, the effect size's lower and upper limit values vary between 0.805 and 1.213 in the 95% confidence interval. The average effect size is 1.009."

Discussion¶

Related Claims¶

• Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
• PBL has a large and positive effect (ES = .871) on secondary students’ achievement in science compared with conventional teaching — a narrower finding that bears on this claim
• PBL effect sizes on science achievement do not differ significantly across instructional variations of PBL — related
• Effect sizes of PBL on science achievement differ significantly by publication type, with conference proceedings showing a negative effect — related
• PBL effect sizes on science achievement do not differ significantly across educational levels — related
• The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — a broader claim this one bears on
• PBL effect sizes on science achievement do not differ significantly across physics, chemistry, and biology — related