Effects of Problem-Based Learning on Academic Achievement: A Meta-Analysis Study

Abstract

Today there is need for individuals who solve problems, who argue, question, change and take the lead and who use information instead of accumulating it. This need reveals the value of problem-based learning approach (PBL) which provides students to work in groups on a scenario prepared for the particular topic. Independent studies, aiming to determine PBL’s impact on achievement when compared to traditional teaching, often focus on a particular type of application or operation. In the relevant literature, there are many studies on different educational fields, different lectures and different student groups concerning PBL’s effects on achievement when compared to traditional teaching. This has lead to the need for meta-analysis of these studies. Therefore, this study aims to combine findings of independent studies through meta-analysis method. This integration is expected to contribute literature.

In the study, studies, which can be meta-analysed with regard to predefined criteria, were examined and 98 studies fulfilling these criteria were identified. Effect size and combined effects sizes were calculated with the help of the Comprehensive Meta Analysis v2.0 (CMA) Statistical Packet program.

The results of the study are the following: (1) The average effect sizes of studies included in meta-analysis done in line with random effects model is calculated as 0.83. This finding showed that according to traditional teaching, PBL’s effects on academic achievement are high. (2) According to the analyses done in order to reveal publication bias, it was found that meta-analysis study has no publication bias. (3) It was found that PBL approach affects the studies teachers and master’s students the most and affects faculty members studies the least. (4) It was found that sample size of the PBL’s groups, big or small, has no significant impact on student achievement. (5) It was identified that PBL's effects on student achievement when compared to traditional teaching has not changed according to field of sciences PBL was applied. (6) There is no difference between the academic achievements of different educational levels where PBL was applied. (7) PBL’s effects on academic achievement, does not depend on the approach’s application time in the teaching-learning process. In addition to its research findings, this study includes descriptive analysis results of studies that were included in meta-analysis.