Impact of problem-based learning on academic achievement in high school: a systematic review

Abstract

The considerable impact of problem-based learning (PBL) on academic achievement of students in medical education has prompted the K-12 community to start implementing this non-traditional, student-centered, and inquiry-driven teaching approach in its classrooms. This paper examines the current reported evidence of PBL effectiveness in secondary education. To our knowledge, there has been no systematic review of the literature that evaluates the impact of PBL on student academic achievement in high school education. Based on the exhaustive review of the current literature it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge. While it is evident from the results of the reviewed studies that PBL positively influences student academic achievement, there are several reasons that prevent the generalization of these findings to a wider, secondary education population. The current reported literature lacks sufficient, rigorous evidence that supports superiority of PBL over traditional methods of instruction. However, it needs to be remembered that PBL fosters not only development of content knowledge, but also a wide range of skills, such as communication and collaboration skills, decision-making, problem-solving, critical-thinking, and self-directed learning. Keeping in mind that these skills are highly valued in secondary education, the inefficiency of traditional methods to aid in development and strengthening of these particular student abilities was the main reason to start considering and adopting various instructional approaches, including PBL.

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