Effects of P(j)BL on CT are mixed across studies, with positive, null, and negative findings reported¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In one included PjBL study, the PjBL group scored significantly higher than the control group on CT at the second posttest (d = 0.86). → Sofie M. M. Loyens 2023 q2 i? In another included study, the control group scored significantly higher than the PBL group on the CT posttest (d = -0.02). → Sofie M. M. Loyens 2023 (2)

Evidence¶

Sofie M. M. Loyens 2023¶

Sofie M. M. Loyens, Julianne E. van Meerten, Lydia Schaap, Lisette Wijnia. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09757-x

q2 · i3 · review · r3

Independent-groups pre-post study (Sasson et al., 2018) in a 2-year K-12 PjBL program, n = 38 PjBL vs 27 control, reported in the review's Table 3 with Cohen's d = 0.86 [0.34, 1.37].

"CT score: No significant differences between the PjBL and the control group on the pretest (beginning 9th grade) and posttest (end 9th grade). PBL scored significantly higher on the second posttest (end of 10th grade; independent t-tests)"

Sofie M. M. Loyens 2023 (2)¶

Sofie M. M. Loyens, Julianne E. van Meerten, Lydia Schaap, Lisette Wijnia. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09757-x

q2 · i? · causal · r2

Independent-groups pre-post study (Burris & Garton, 2007), n = 77 PBL vs 63 control, reported in Table 3 with Cohen's d = -0.02 [-0.36, 0.31]; the review codes the direction as negative.

"CT total score: Control group (supervised study) scored significantly higher than the PBL group on the CT posttest (ANCOVA, pretest as covariate). Subscale scores: not reported"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• The two included studies on HOT both reported positive effects of P(j)BL on higher-order thinking — related
• The review identifies design issues in P(j)BL effect studies, such as lack of control groups, that question reported outcomes — related
• AI-supported PBL students obtain significantly higher posttest computational thinking scores than traditional-lecture students when controlling pretest scores — related
• AI-supported PBL students obtain significantly higher posttest academic achievement scores in robotics programming than traditional-lecture students when controlling pretest scores — related
• Problem-based learning environments consistently improve students' critical thinking compared with lecture-based instruction — reports the opposite
• P(j)BL research conceptualizes CT more often as processes than as dispositions, and many studies define and measure CT inconsistently — related