PBL has a large and positive effect (ES = .871) on secondary students’ achievement in science compared with conventional teaching¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The random-effects overall effect size of PBL on secondary science achievement is .871, a large positive effect. → Funa 2021

Evidence¶

Funa 2021¶

Funa, A. A., & Prudente, M. S. (2021). Effectiveness of problem-based learning on secondary students’ achievement in science: A meta-analysis. International Journal of Instruction, 14(4), 69-84. https://doi.org/10.29333/iji.2021.1445a

q3 · i2 · quant-synthesis · r2

Meta-analysis of 11 quasi-experimental studies (2016–2020) involving 1422 secondary students, computed with Comprehensive Meta-Analysis version 3 using Hedge’s g. The article reports the pooled random-effects ES of .871, described as "significantly large and positive effect". Fixed-effects ES was 0.647; heterogeneity was high (I2 = 84.145).

"Moreover, the use of PBL in student learning achievement has a significantly large and positive effect as determined by the overall weighted random effect size of .871."

Discussion¶

Related Claims¶

• PBL has a high positive effect on science academic achievement compared to traditional instruction (random-effects g = 1.009) — a broader claim this one bears on
• Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — 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