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ERIC Number: EJ1058743
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: EISSN-1541-5015
When Is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms
Strobel, Johannes; van Barneveld, Angela
Interdisciplinary Journal of Problem-based Learning, v3 n1 p44-58 Spr 2009
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.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A