Open AccessЕffects of project-based learning on academic achievement: A meta-analysis
Author(s) -
Miloš Stojadinović,
Dušan Ristanović,
Milan S. Komnenović
Publication year - 2021
Publication title -
zbornik instituta za pedagoška istraživanja/zbornik - institut za pedagoška istraživanja
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.114
H-Index - 7
eISSN - 1820-9270
pISSN - 0579-6431
DOI - 10.2298/zipi2102261s
Subject(s) - meta analysis , academic achievement , mathematics education , psychology , student achievement , problem based learning , order (exchange) , statistical analysis , statistics , mathematics , medicine , economics , finance
Project-based learning (PBL) is considered as an alternative to the traditional transmissive instructional approach. However, there is not a large number of meta-analytic studies that seek to synthesise findings of primary studies in order to assess overall effect of PBL on academic achievement, while in the national and regional research area such attempts are not present. This research had a goal of synthesising empirical findings about effects of PBL on academic achievement. Eighteen relevant studies (N = 2518) met the meta-analysis eligibility criteria. Statistical analysis under the assumption of random effects model points to a weak up to moderate effect of PBL on students? academic achievement (Hedges? g = .387 [95% CI: .027|.747], Z = 2.109, p = .035). Results justify further research of the concept of PBL and discover the optimal implementation methods for this instructional approach.