A comparative meta-analysis of the effects of problem-based learning model on K-12 students’ cognitive outputs

ABSTRACT

This study aimed to comparatively analyse the effects of problem-based learning model (PBLM) on cognitive outputs (CO). The study reviewed quasi-experimental studies on PBLM and CO, focusing on the cognitive outputs of thinking skills, problem-solving skill, and academic achievement. The quantitative data of these studies, comprising 56 articles and 14 proceedings published between 2015–2020, were statistically combined. This meta-analysis included 37 studies on the effect of PBLM on thinking skills, 20 studies on problem-solving skill, and 13 studies on academic achievement. The study revealed that the effect of PBLM on thinking skills and problem-solving skill was very high, while its effect on students’ academic achievement was high. The highest effect size was reported for creative thinking, although there was not a significant difference in terms of individual thinking skill types. Tests were applied to determine whether the distribution of the effect size differed in terms of moderator variables.

KEYWORDS:

• Problem-based learning
• thinking skills
• problem-solving
• academic achievement
• meta-analysis

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Cahit Erdem

Cahit ERDEM received his BA in English Language Teaching department at Bogazici University, Turkey (2009) and his PhD in curriculum and instruction department at Anadolu University, Turkey (2018). He is an assitant professor at education faculty at Afyon Kocatepe University. His academic interests include factors related to academic achievement, media literacy, internationalization of higher education, curriculum theory and instruction.