Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across five PBL studies, the random-effects pooled effect size on academic achievement was 1.560, which the authors interpret as showing PBL has a more positive effect than traditional method; the study distribution was heterogeneous under FEM. → Şenel Elaldı 2016

Evidence¶

Şenel Elaldı 2016¶

Şenel Elaldı, Veli Batdı. (2016). The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i1.1097

q3 · i2 · quant-synthesis · r2

Random-effects meta-analysis of five PBL studies; pooled ES 1.560 (95% CI 0.768–2.353). The FEM Q of 36.793 exceeded the critical value, so the distribution was heterogeneous and REM was applied. The article reports the z-test as not statistically significant (z=3.859; p>.05).

"as a result of the analysis carried out with REM, the standard error was 0.404 and the upper limit for 95% of the confidence interval was 2.35 3 while the lower limit was 0.768 and the effect size was 1.560. This indicates that the use of PBL has a more positive effect on students’ academic achievement than traditional method."

Discussion¶

Related Claims¶

• Problem-based learning shows null or negative effects on basic knowledge acquisition but positive effects on conceptual understanding and transfer relative to direct instruction — the general claim this finding bears on, with the studies behind it

• The overall effect of PBL in the tutor-background meta-analysis is modest (g = 0.27) with large, statistically significant heterogeneity — the general claim this finding bears on, with the studies behind it

• A meta-analysis of three differentiated-instruction studies reports a pooled effect of 0.729 on academic achievement whose 95% confidence interval (−3.66 to 5.12) spans zero — related
• Study effect sizes are heterogeneous (I² reported as 83.197%), so a random-effects model is used for the summary effect — related
• Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) — related
• Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
• Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant — related
• Effect sizes across the included studies were highly heterogeneous (I2 = 97.30%), requiring a random effects model — related
• Relative to traditional PBL, the AI-IVE-PBL model improves vocational students' design ability and creative ability — a narrower finding that bears on this claim
• Traditional instruction is more effective than PBL for short-term retention as measured by standardized board exams — related
• Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) — related
• Project-based learning improves achievement — related