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Version 1.1 – Updated August 2021

Problem-based learning

Overview

  • Influence: Problem-based learning
  • Domain: Teaching Strategies
  • Sub-Domain: Instructional strategies
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: In problem-based learning scenarios, students often act in groups and decide what they need to learn to resolve a particular problem or question, while teachers act as facilitators. It usually involves real-world problems to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. The aim is also to promote critical thinking skills, problem-solving abilities, and communication skills.

Evidence

  • Number of meta-analyses: 23
  • Number of studies: 900
  • Number of students: 96,275
  • Number of effects: 1,505
  • Effect size: 0.35

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Academic Medicine Albanese & Mitchell USA Problem-based learning: A review of literature on its outcomes and implementation issues 1993 PBL in medicine 11 2,208 66 0.27
Academic Medicine Vernon & Blake USA Does problem-based learning work? A meta-analysis of evaluative research 1993 PBL in college level 8 0 28 -0.18
Learning and Instruction Dochy, Segers, Van den Bossche & Gijbels Belgium Effects of problem-based learning: A meta-analysis 2003 PBL on knowledge and skills 43 21,365 35 0.12
Unpublished Thesis Smith Problem-based versus lecture-based medical teaching and learning: a meta-analysis of cognitive and noncognitive outcomes 2003 PBL in medicine 82 12,979 121 0.31
Report: London: Middlesex University Newman England Problem-based learning: an exploration of the method and evaluation of its effectiveness in a continuing nursing education programme 2004 PBL in medicine 12 0 12 -0.30
NASSP Bulletin Haas USA Teaching methods for secondary algebra: a meta-analysis of findings 2005 PBL in algebra 7 1,538 34 0.52
Review of Educational Research Gijbels, Dochy, Van den Bossche & Segers Belgium Effects of problem-based learning: a meta-analysis from the angle of assessment 2005 PBL on assessment outcomes 40 0 49 0.32
The Interdisciplinary Journal of Problem-based Learning Walker USA A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. 2009 PBL across disciplines 82 0 201 0.13
Egitim ve Bilim Dagyar & Demirel Turkey Effects of problem-based learning on academic achievement: A meta-analysis study 2015 PBL 98 0 98 0.76
AERA conference Jiang, Monteau, & Zhao China A Meta-analysis of the Effectiveness of the Problem-based Learning in College STEM Education Compared to Lecture based Learning. 2013 PBL 38 0 87 0.32
Education and Science Ayaz & Soylemez Turket The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study 2015 Project based learning in Turkey 41 0 42 1.00
Review of Educational Research Chen & Yang Taiwan Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. 2019 PBL 30 12,585 30 0.71
Journal of Research in Education Sciences Liao & Chang China Effects of the Problem Posing Strategies of Students on Affective Learning Outcomes and Academic Achievement: A Meta-Analysis . 2016 Problem posing on achievement 21 0 34 0.57
Unpublished Thesis Jensen USA A Meta-Analysis of the Effects of Problem- and Project-based Learning on Academic Achievement in Grades 6-12 Populations . 2015 PBL 34 9,998 34 0.59
Journal of Statistics Education Kalaian & Kasim USA Effectiveness of Various Innovative Learning Methods in Health Science Classrooms: A Meta-Analysis 2017 PBL 14 0 16 0.29
Advances in medical education and practice Sayyah, Shirbandi & Rahim Iran Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. 2017 PBL 21 0 21 0.80
BMC medical education Zhou, Zhou, Huang, Zhang, Zeng, and Qian Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis. 2016 PBL in Chinese clinical training 13 913 13 0.06
International Education Studies Rosli, Capraro, & Capraro Malaysia The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis 2014 PBL 13 0 14 0.88
Educational Psychologist Schmidt, Van der Molen, Te Winkel, & Wijnen Netherlands Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school 2009 Constructivist problem based learning on medical knowledge 10 0 90 -0.18
Interdisciplinary Journal of Problem-based learning Walker & Leary USA A Problem Based Learning Meta-Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels 2009 PBL 82 0 201 0.13
Interdisciplinary Journal of Problem-based Learning Leary, Walker, Shelton & Fitt USA Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis. 2013 PBL 94 34,689 213 0.24
The Journal of Educational Studies, Hong Korea A meta-analysis on the effects of problem-based learning 2008 PBL 85 0 49 0.69
Advances in Health Science Education Dolmans, Loyens, Marcq, & Gijbels Netherlands Deep and surface learning in problem-based learning: A review of the literature. 2016 PBL on surface and dep outcomes 21 0 17 0.09
TOTAL/AVERAGE 900 96,275 1,505 0.35

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 5 4 5 5
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