When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms
Abstract
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.
Recommended Citation
Strobel, Johannes and van Barneveld, Angela
(2009)
"When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms,"
Interdisciplinary Journal of Problem-based Learning:
Vol. 3: Iss. 1, Article 4.
Available at: http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4
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