Effects of Problem-Based Learning on Attitude: A Meta-Analysis Study

• Published in: Eurasia journal of mathematics, science and technology education Vol. 12; no. 8; pp. 2115 - 2137
• Main Authors: Demirel, Melek, Dagyar, Miray
• Format: Journal Article
• Language: English
• Published: EURASIA 01-08-2016
• Subjects: Attitude Change; Conventional Instruction; Educational Attainment; Effect Size; Literature Reviews; Meta Analysis; Problem Based Learning; Sample Size; Scientific Methodology; Statistical Analysis; Student Attitudes; Teaching Methods; Time Perspective
• ISSN: 1305-8223; 1305-8223
• DOI: 10.12973/eurasia.2016.1293a

To date, researchers have frequently investigated students' attitudes toward courses supported by problem-based learning. There are several studies with different results in the literature. It is necessary to combine and interpret the findings of these studies through a meta-analysis method. This method aims to combine different results of similar and independent studies through statistical techniques. Research findings of 47 studies that meet the criteria for meta-analysis are included in the meta-analysis of the study to determine the effects of problem-based learning on students' attitudes as compared to traditional teaching. Also, some mediator variables are as follows: the status of a study, application time, education levels, scientific field of application, and sample size. As a result of the analysis, it has been found that problem-based learning has a low positive effect on students' attitudes. It means that problem-based learning is effective in helping students gain a positive attitude toward courses.