To what extent is problem-based learning effective as compared to traditional teaching in science education? A meta-analysis study

Download

index.pdf

Date

2012

Author

Üstün, Ulaş

Metadata

Show full item record

Item Usage Stats

869
views

439
downloads

The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students’ achievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students’ attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.

Subject Keywords

Problem-based learning., Problem solving., Active learning., Science, Achievement motivation, Meta-analysis.

URI

http://etd.lib.metu.edu.tr/upload/12615106/index.pdf
https://hdl.handle.net/11511/22032

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers Atasoy, Volkan (2015-07-01) The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are "Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire", "A...
Multilevel investigations of student motivation engagement, and achievement in science in relation to teacher related variables Kıran, Dekant; Sungur, Semra; Yerdelen, Sündüs; Department of Elementary Education (2016) The main purpose of this study was to examine the interrelationships among teacher motivation, job satisfaction, and 7th grade students’ motivation, engagement, and achievement in science. Additionally, relationships among school environment variables, teacher motivation, and job satisfaction were also investigated. The participants of the study were 134 science teachers and their 3394 students in Ankara. A set of Hierarchical Linear Modeling analyses were used to analyze the student and teacher data and a ...
The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science Koksal, Ela Ayse; Berberoglu, Giray (2014-01-02) The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and co...
The Effect of field trip oriented instruction on ninth grade students' achievement in animal diversity unit, continuing and academic motivation Görmez, Ilgaz; Geban, Ömer; Department of Secondary Science and Mathematics Education (2014) The purpose of this study was to investigate the effect of field trip oriented instruction on 9th grade students' achievement related to animal diversity unit, and continuing and academic motivation. One control group with 34 students and one experimental group with 53 students, total 87 students from two different private high schools in Ankara were the sample of this study. A field trip to a zoo conducted with experimental group and traditional biology instruction were administrated to control group. The ...
Role of motivation and cognitive engagement in science achievement Bircan, Hasan; Sungur, Semra; Department of Elementary Science and Mathematics Education (2015) The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Science ...

Citation Formats

U. Üstün, “To what extent is problem-based learning effective as compared to traditional teaching in science education? A meta-analysis study,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.