Effects of Problem-Based Learning on Attitude: A Meta-analysis Study

Demirel M., Dagyar M.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.12, sa.8, ss.2115-2137, 2016 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 8
  • Basım Tarihi: 2016
  • Doi Numarası: 10.12973/eurasia.2016.1293a
  • Dergi Adı: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.2115-2137
  • Anahtar Kelimeler: attitude, effect size, meta-analysis method, problem-based learning, MATHEMATICS PERFORMANCE, ACHIEVEMENT, CURRICULA, EDUCATION, TEACHERS, PBL
  • Akdeniz Üniversitesi Adresli: Hayır

Özet

To date, researchers have frequently investigated students' attitudes toward courses supported by problem-based learning. There are several studies with different results in the literature. It is necessary to combine and interpret the findings of these studies through a meta-analysis method. This method aims to combine different results of similar and independent studies through statistical techniques. Research findings of 47 studies that meet the criteria for meta-analysis are included in the meta-analysis of the study to determine the effects of problem-based learning on students' attitudes as compared to traditional teaching. Also, some mediator variables are as follows: the status of a study, application time, education levels, scientific field of application, and sample size. As a result of the analysis, it has been found that problem-based learning has a low positive effect on students' attitudes. It means that problem-based learning is effective in helping students gain a positive attitude toward courses.