When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms
Abstract
Problem-based learning (PBL) has been utilized for over 40 years in a variety of different disciplines. Although extensively researched, there is heated debate about the effectiveness of PBL. Several meta-analyses were conducted that provided a synthesis of the effects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and findings of the meta-analytical research on the effectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more effective for short-term retention as measured by standardized board exams. Implications are discussed.
Cite this
Johannes Ströbel, Angela van Barneveld (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.7771/1541-5015.1046
@article{johannes2009when,
title = {When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms},
author = {Ströbel, Johannes and Barneveld, Angela van},
year = {2009},
journal = {Interdisciplinary Journal of Problem-based Learning},
doi = {10.7771/1541-5015.1046}
}Citations in this library
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