Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q4 i? In the CHE model, effects on students' reasons for studying were statistically significantly lower than effects on other motivation constructs, with only a trivial positive effect (d < 0.20) for reasons. → 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?
Correlated and Hierarchical Effects model with robust variance estimation (ρ = 0.60 assumed) across motivation constructs. The CHE model found effects on reasons for studying "statistically significantly lower compared to effects on other motivation constructs"; the three-level test of moderators was not significant, F(4, 283) = 2.08, p = 0.084.
"results of the CHE model indicated that the effect of problem-driven learning on students' reasons for studying was statistically significantly lower compared to effects on other motivation constructs."
Discussion¶
Related Claims¶
- Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains — related
- Single-course implementations of problem-driven learning show larger motivation effects than curriculum-wide implementations — related
- Creating products as part of problem-driven learning does not change its effect on motivation — related
- Problem-based, project-based, and case-based learning do not differ in their effects on students' motivation — related
- Effects on affirming motivations and reading comprehension are trivial at delayed post-tests and do not significantly differ from immediate-posttest effects — related
- Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reasons-for-studying-smaller-effect |
title |
Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs |
description |
Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs |
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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