In this study, the efficiency of Problem-Based Learning (PBL) was compared with traditional methods. The effect size (ES) of PBL on academic achievement was calculated by using a meta-analytic method defined as drawing a general conclusion by analysing the data from a range of independent studies of similar subjects. Thus, 26 experimental studies were selected, which comply with the inclusion criteria determined with the help of research carried out between 2006 and 2013. The effect size of PBL on academic achievement was calculated as 1.302. According to Thalheimer and Cook’s (2002) detailed level calculation,this value has a very large effect. The results of meta-analysis demonstrate that compared to traditional instruction methods, PBL has a positive effect on academic achievement.
Key Words:Problem-based learning, academic achievement, traditional method, meta-analysis, effect size.
|Dergi Bölümü||Eğitim Bilimleri|
|APA||BATDI, V . (). . , 13 (51), . DOI: 10.17755/esosder.12812|
|MLA||BATDI, V . "". 13 (): <http://dergipark.gov.tr/esosder/issue/6165/82918>|
|Chicago||BATDI, V . "". 13 ():|
|RIS||TY - JOUR T1 - AU - Veli BATDI Y1 - 2014 PY - 2014 N1 - doi: 10.17755/esosder.12812 DO - 10.17755/esosder.12812 T2 - Elektronik Sosyal Bilimler Dergisi JF - Journal JO - JOR SP - 0 EP - VL - 13 IS - 51 SN - 1304-0278- M3 - doi: 10.17755/esosder.12812 UR - http://dx.doi.org/10.17755/esosder.12812 Y2 - 2018 ER -|
|EndNote||%0 Elektronik Sosyal Bilimler Dergisi %A Veli BATDI %T %D 2014 %J Elektronik Sosyal Bilimler Dergisi %P 1304-0278- %V 13 %N 51 %R doi: 10.17755/esosder.12812 %U 10.17755/esosder.12812|