The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study

Abstract

The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.