PBL is superior to conventional instruction for skill development and for satisfaction of students and teachers¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The meta-synthesis reports PBL superiority for skill development and for satisfaction of both students and teachers. → Strobel 2009

Evidence¶

Strobel 2009¶

Strobel, J., & van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046

q2 · i? · qualitative · r?

Findings of the qualitative meta-synthesis of meta-analyses on PBL effectiveness. The synthesis reports PBL "superior when it comes to ... skill development and satisfaction of students and teachers"; no effect sizes are printed in the available text.

"PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers"

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
• PBL is superior to conventional instruction for long-term retention, according to a meta-synthesis of meta-analyses — related
• Traditional instruction is more effective than PBL for short-term retention as measured by standardized board exams — related
• Discovery method in motor skill learning was superior to teacher-directed approach in children's attitudes and social interaction — related
• PBL offers potential to help students develop flexible understanding and lifelong learning skills — related