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A study of the impact of project-based learning on student learning effects: a meta-analysis study
INTRODUCTION: With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. METHOD: This study uses...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10411581/ https://www.ncbi.nlm.nih.gov/pubmed/37564309 http://dx.doi.org/10.3389/fpsyg.2023.1202728 |
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author | Zhang, Lu Ma, Yan |
author_facet | Zhang, Lu Ma, Yan |
author_sort | Zhang, Lu |
collection | PubMed |
description | INTRODUCTION: With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. METHOD: This study uses a meta-analysis method to transform 66 experimental or quasi-experimental research papers based on project-based learning over the past 20 years into 190 effect values from the sample size, mean, and standard deviation of experimental data during their experiments, and to conduct in-depth quantitative analysis. RESULTS: The results of the study showed that compared with the traditional teaching model, project-based learning significantly improved students’ learning outcomes and positively contributed to academic achievement, affective attitudes, and thinking skills, especially academic achievement. DISCUSSION: The results of the moderating effects test indicated that the effectiveness of project-based learning and teaching was influenced by different moderating variables, including country region, subject area, type of course, academic period, group size, class size, and experimental period : (1) from the perspective of country geography, the effects of project-based learning in Asia, especially in Southeast Asia, were significantly better than those in Western Europe and North America; (2) in terms of curriculum, project-based learning promotes student learning effects more significantly in engineering and technology subjects, and is better applied in laboratory classes than in theory classes; (3) from a pedagogical point of view, project-based learning is more suitable for small group teaching, in which the group size is 4-5 people teaching the best results; (4) in view of the experimental period, 9-18 weeks is more appropriate and has more obvious advantages for application at the high school level. |
format | Online Article Text |
id | pubmed-10411581 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-104115812023-08-10 A study of the impact of project-based learning on student learning effects: a meta-analysis study Zhang, Lu Ma, Yan Front Psychol Psychology INTRODUCTION: With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. METHOD: This study uses a meta-analysis method to transform 66 experimental or quasi-experimental research papers based on project-based learning over the past 20 years into 190 effect values from the sample size, mean, and standard deviation of experimental data during their experiments, and to conduct in-depth quantitative analysis. RESULTS: The results of the study showed that compared with the traditional teaching model, project-based learning significantly improved students’ learning outcomes and positively contributed to academic achievement, affective attitudes, and thinking skills, especially academic achievement. DISCUSSION: The results of the moderating effects test indicated that the effectiveness of project-based learning and teaching was influenced by different moderating variables, including country region, subject area, type of course, academic period, group size, class size, and experimental period : (1) from the perspective of country geography, the effects of project-based learning in Asia, especially in Southeast Asia, were significantly better than those in Western Europe and North America; (2) in terms of curriculum, project-based learning promotes student learning effects more significantly in engineering and technology subjects, and is better applied in laboratory classes than in theory classes; (3) from a pedagogical point of view, project-based learning is more suitable for small group teaching, in which the group size is 4-5 people teaching the best results; (4) in view of the experimental period, 9-18 weeks is more appropriate and has more obvious advantages for application at the high school level. Frontiers Media S.A. 2023-07-17 /pmc/articles/PMC10411581/ /pubmed/37564309 http://dx.doi.org/10.3389/fpsyg.2023.1202728 Text en Copyright © 2023 Zhang and Ma. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Zhang, Lu Ma, Yan A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title | A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title_full | A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title_fullStr | A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title_full_unstemmed | A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title_short | A study of the impact of project-based learning on student learning effects: a meta-analysis study |
title_sort | study of the impact of project-based learning on student learning effects: a meta-analysis study |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10411581/ https://www.ncbi.nlm.nih.gov/pubmed/37564309 http://dx.doi.org/10.3389/fpsyg.2023.1202728 |
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