Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

By D. Gijbels, Filip Dochy, P. Van den Bossche, Mien S. R. Segers. 2005

887 citations recorded by the source corpus.

This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6d0c7ca9a029491854bd0cf41e72735d07d6b220

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops (2011, background): “These findings prompted Gijbels and his colleagues to undertake a deeper analysis of the assessment of problem-based learning (Gijbels et al., 2005).”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “From previous research, we know that a substantial proportion of the student population in the described NLE do not use appropriate approaches to learning (Gijbels et al. 2005).”
Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps (2019, background): “In the process, students learn concepts and principles that are much broader than the speci ﬁ c problems posed (Brassler and Dettmers 2017; Gijbels et al. 2005).”
The effect of distributed practice on students’ conceptual understanding of statistics (2011, background): “…was based on literature on comprehension (Olson and Biolsi 1991; McNamara et al. 1996), comprehension of statistics (Budé et al. 2009; Feltovich et al. 1993; Garfield 2003; Schau and Mattern 1997; Gijbels et al. 2005; Jonassen et al. 1993), and on our definition of conceptual understanding.”
Exploring the effects of project-based learning in secondary mathematics education (2016, background): “…and collaborative), minds-on (authentic problem solving and critical thinking) approach to learning, increases deeper understanding of mathematical concepts; helps students retain knowledge learned; and enhances students’ ability to apply knowledge in real-world scenarios (Gijbels et al., 2005).”
Online formative assessment in higher education: A review of the literature (2011, background): “Instead, as Smith (2007) and Gijbels et al. (2005) identified, summative assessment depends on the nature of the underlying knowledge structures being assessed.”
Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis (2013, methodology): “According to these reviews, effect sizes that favor PBL depend in part on the kind of assessment used (Gijbels et al., 2005; Walker & Leary, 2009), but unexplained variance persists.”
Engaging students in learning: findings from a study of project-led education (2014, background): “…impact and effects of PBL on student learning, which resulted in a number of reviews and metaanalysis on this topic (Newble and Clarke 1986; Albanese and Mitchell 1993; Berkson 1993; Hmelo, Gotterer, and Bransford 1997; McKay and Kember 1997; Colliver 2000; Dochy et al. 2003; Gijbels et al. 2005).”