A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION

Veli BATDI [1]

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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.

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.
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Bibtex @ { esosder82918, journal = {Elektronik Sosyal Bilimler Dergisi}, issn = {1304-0278}, address = {Özel Akademi}, year = {2014}, volume = {13}, pages = {0 - }, doi = {10.17755/esosder.12812}, title = {A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION}, language = {tr}, key = {cite}, author = {BATDI, Veli} }
APA BATDI, V . (2014). A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION. Elektronik Sosyal Bilimler Dergisi, 13 (51), . DOI: 10.17755/esosder.12812
MLA BATDI, V . "A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION". Elektronik Sosyal Bilimler Dergisi 13 (2014): <http://dergipark.gov.tr/esosder/issue/6165/82918>
Chicago BATDI, V . "A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION". Elektronik Sosyal Bilimler Dergisi 13 (2014):
RIS TY - JOUR T1 - A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION 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 - 2017 ER -
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