ERIC Number: EJ1058743
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1541-5015
EISSN: N/A
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.
Descriptors: Problem Based Learning, Conventional Instruction, Meta Analysis, Comparative Analysis, Instructional Effectiveness, Synthesis, Qualitative Research, Educational Research, Retention (Psychology), Satisfaction, Skill Development, Literature Reviews
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
Grant or Contract Numbers: N/A