Project-based learning was the most frequently studied SEITLA approach but showed a modest significant effect (g = 0.44)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Project-based learning accounted for the largest share of studies (11 of 33, 33.33%) and its pooled effect on learning achievement was g = 0.44, significant at p < 0.01. → Mustafa Çevik 2022

Evidence¶

Mustafa Çevik 2022¶

Mustafa Çevik, Büşra Bakioğlu. (2022). The Effect of STEM Education Integrated into Teaching-Learning Approaches (SEITLA) on Learning Outcomes: A Meta-Analysis Study. International Journal of Progressive Education, 18(2). https://doi.org/10.29329/ijpe.2022.431.8

q3 · i2 · quant-synthesis · r2

Table 5 subgroup row for project-based learning in the random-effects model: 11 studies, effect size g = 0.44, 95% CI 0.36-0.52, significant at p < 0.01, with high heterogeneity (Q = 94.01).

"Project-based Learning 11 0.44 0.04 0.00 0.36 0.52 94.01 11.00 .00**"

Discussion¶

Related Claims¶

• STEM education combined with a mastery learning approach produced the largest effect on learning achievement (g = 2.09) — related
• STEM education integrated with teaching-learning approaches shows a large overall mean effect on learning outcomes (g = 0.88) across 33 experimental studies — a broader claim this one bears on
• Evidence-based learning, blended learning and computer-based learning combined with STEM showed large significant effects on learning achievement — related
• STEM education with 7E instruction, flipped learning, problem-based learning or technology-enhanced learning showed no significant effect on learning achievement — related