Effects of Problem-Based Learning on Attitude: A Meta-analysis Study
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.12, no.8, pp.2115-2137, 2016 (SSCI)
- Publication Type: Article / Article
- Volume: 12 Issue: 8
- Publication Date: 2016
- Doi Number: 10.12973/eurasia.2016.1293a
- Journal Name: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Page Numbers: pp.2115-2137
- Keywords: attitude, effect size, meta-analysis method, problem-based learning, MATHEMATICS PERFORMANCE, ACHIEVEMENT, CURRICULA, EDUCATION, TEACHERS, PBL
- Akdeniz University Affiliated: No
Abstract
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.