Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4·i2medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 Across 139 subsamples from 132 reports, problem-driven learning showed a small positive pooled effect on motivation (d = 0.498, 95% CI [0.354, 0.641]). → Wijnia 2024
Evidence¶
Wijnia 2024¶
Wijnia, L., Noordzij, G., Arends, L. R. A., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students' Motivation: a Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09864-3
q4 · i2 · quant-synthesis · r?
Three-level random-effects meta-analysis of 139 subsamples (N = 20,154) and 288 effect sizes comparing PBL, PjBL, and CBL with teacher-centered instruction. The pooled effect was "d = 0.498 (SE = 0.07, 95% CI [0.354, 0.641]), p < 0.001". Heterogeneity was high: Q(287) = 1092.98, p < 0.001, with I2 Level 3 = 75.12% between-cluster.
"The pooled effect size based on the three-level meta-analytic model was d = 0.498 (SE = 0.07, 95% CI [0.354, 0.641]), p < 0.001; indicating a small, positive effect."
Discussion¶
Related Claims¶
- Problem-based, project-based, and case-based learning do not differ in their effects on students' motivation — a narrower finding that bears on this claim
- GenAI-assisted education produces significantly higher learning motivation than non-GenAI approaches (g = 0.81) — related
- Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related
- Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
- Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
problem-driven-learning-small-positive-effect-motivation |
title |
Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) |
description |
Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wijnia-2024 |
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