The meta-analysis corpus comprised 55 datasets drawn predominantly from Turkish studies and middle-school settings¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of the 55 datasets, 87.27% were conducted in Turkey; 76.36% were pure PBL; chemistry (40%) and physics (34.55%) subjects dominated; and middle school accounted for 60% of studies. → 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 · r2

Descriptive statistics (RQ1, Table 1) on the 55 datasets retrieved from ERIC, Scopus, Web of Science, ProQuest, Taylor and Francis, CoHE National Thesis Center, and Wiley Online after systematic screening of 566 initial records.

"87.27% of the studies in the meta-analysis were carried out in Turkey (Turkey), and the remaining 12.73% were performed abroad."

Discussion¶

Related Claims¶

• PBL effect sizes on science achievement do not differ significantly between studies conducted in Turkey and abroad — related
• PBL effect sizes on science achievement do not differ significantly across physics, chemistry, and biology — related
• The effect of constructivist learning models on student outcomes varies significantly by location, with Turkey (ES=.87) and Indonesia (ES=1.07) showing high-level effects and China (ES=.58) and mixed-country samples (ES=.67) medium-level effects — related
• Science effects differed by country of evaluation, with U.S. studies (g = 0.46) showing smaller effects than Turkish studies (g = 0.96) — related
• The meta-analysis corpus comprised 40 studies yielding 45 data comparisons from 2013-2022 — related