Creating products as part of problem-driven learning does not change its effect on motivation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Implementations with and without product creation showed no statistically significant difference in motivation effects (F < 0.01, p = 0.970). → 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 · i? · quant-synthesis · r?

CHE-model and three-level moderator analysis of product creation (e.g., website, report, presentation), which is integral to PjBL but sometimes incorporated into PBL. Table 3 reports d = 0.471 (no product) versus d = 0.481 (product), F < 0.01, p = 0.970 — a null result; equivalence was not tested.

"Our analyses revealed that there were no differences between implementations with or without product creation on motivation."

Discussion¶

Related Claims¶

• Problem-based, project-based, and case-based learning do not differ in their effects on students' motivation — related
• Single-course implementations of problem-driven learning show larger motivation effects than curriculum-wide implementations — related
• Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs — related
• Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains — related