Single-course implementations of problem-driven learning show larger motivation effects than curriculum-wide implementations¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? In the CHE model, single-course implementations and interventions showed a moderate positive effect while curriculum-wide implementations showed a trivial positive effect, a statistically significant difference. → 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 · r2

CHE-model moderator analysis of implementation level. The authors report "a moderate, positive effect size for single-course implementations and interventions compared to a trivial, positive effect for curriculum-wide implementations"; the three-level model test gave F = 3.33, p = 0.069, with curriculum d = 0.190 versus course d = 0.535 in Table 3.

"we found a moderate, positive effect size for single-course implementations and interventions compared to a trivial, positive effect for curriculum-wide implementations."

Discussion¶

Related Claims¶

• Problem-driven learning shows larger motivation effects in healthcare and STEM domains than in other academic domains — related
• Creating products as part of problem-driven learning does not change its effect on motivation — related
• Problem-driven learning shows significantly smaller effects on students' reasons for studying than on other motivation constructs — related