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Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators
ARTICLE

, Department of M-Commerce and Multimedia Applications ; , Department of Education

Educational Research Review Volume 26, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.

Citation

Chen, C.H. & Yang, Y.C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26(1), 71-81. Elsevier Ltd. Retrieved April 23, 2019 from .

This record was imported from Educational Research Review on March 15, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.11.001

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Cited By

  1. Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs

    Thomas Brush, Anne Ottenbreit-Leftwich, Kyungbin Kwon & Michael Karlin, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2257–2266

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