Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators

Chen, Cheng-Huan; Yang, Yong-Cih

doi:10.1016/j.edurev.2018.11.001

Cited by 426 publications

(343 citation statements)

References 46 publications

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“…A group of 2-5 students, in general, is recommended for PBL [11]. If the number exceeds 5, it would become difficult to ensure that all of the students contribute their share of the work and participate equally in team discussions [10]. Considering that the students were mostly new to meaningful research experience and given the difficulties they faced while conducting research, it seems that a group of 4-5 students is appropriate for successful collaboration to occur.…”

Section: Discussionmentioning

confidence: 99%

“…PBL is a teaching and learning method, which engages students in complex, real-world tasks that result in a product [9,10]. PBL is a student-driven, teacherfacilitated approach to learning.…”

Section: Introductionmentioning

confidence: 99%

“…In PBL's learning process, the projects involve students in constructive investigation, including defining a problem, discussing ideas, designing their own inquiries, organizing their research, making decisions, collecting and analyzing data, discovering answers, and sharing findings with their peers [12]. Students usually choose a question that arouse their natural curiosity and work autonomously, collaboratively, and purposefully toward completion of the project [10]. The features of PBL, such as a driving question, constructive investigation, an end product, and students' autonomy and collaboration, are all essential features of research processes.…”

Section: Introductionmentioning

confidence: 99%

“…The features of PBL, such as a driving question, constructive investigation, an end product, and students' autonomy and collaboration, are all essential features of research processes. PBL has been widely used in various subjects, including science, mathematics, and social science, and is known to increase students' motivation to learn, enhance their interest in content, and improve their metacognitive skills [10]. However, it has not been widely implemented in the medical education field.…”

Section: Introductionmentioning

confidence: 99%

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Course-based research experience of undergraduate medical students through project-based learning

2020

Korean J Med Educ

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This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience. Methods: This study included 40 second-year premedical students enrolled in "Scientific thinking and medical research," which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students' learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course. Results: The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3. Conclusion: Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Course-based research experience of undergraduate medical students through project-based learning

2020

Korean J Med Educ

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“…According to [7], PBL is engaging, rigorous, teacher-facilitated, student-centered, standards-based, and relevant. In [8], 46 comparisons were analyzed, based on 30 eligible journal articles published from 1998 to 2017, which together represents 12,585 students from 189 schools in 9 countries, and the results obtained showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement in relation to the traditional instruction.…”

Section: A Project Based Collaborative Learningmentioning

confidence: 99%

Using Project-based Learning in a Hybrid e-Learning System Model

Alfaro¹,

Rivera²,

Luna-Urquizo

2019

IJACSA

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After conducting the historical review and establishing the state of the art, the authors of this paper focus on the incorporation of Project Based Learning (PBL), in an adaptive e-Learning environment, a novel and emerging perspective, which allows the application of what today constitutes one of the most effective strategies for the process of teaching learning. In PBL, each project is defined as a complex task or problem of reality, for which resolution, the student must develop research activities, planning, design, development, validation, testing, etc. For the proposal of the Hybrid Architecture of the e-Learning system model, the authors use artificial intelligence techniques, which make it possible to identify the Learning Styles (LS), with the purpose of automatically assigning the projects, according to the characteristics, interests, expectations and demands of the student, who will interact with an e-Learning environment, with a high capacity of adaptation to each individual. Finally, the conclusions and recommendations of the research work are established.

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Computational Chemistry in the Undergraduate Classroom – Pedagogical Considerations and Teaching Challenges

Tuvi-Arad

2021

Israel Journal of Chemistry

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The interdisciplinary field of computational chemistry links many facets of chemistry and provides unique insights into structure, mechanisms, dynamics, and the interplay between them. Various approaches were proposed for integrating computational chemistry in the undergraduate classroom, all highlight the benefits of including it in the chemistry curriculum. This study focuses on the desirable learning outcomes, and defines a structural framework of computational chemistry literacy. Based on this approach analysis of the pedagogical approach of selected studies that implemented computational chemistry in undergraduate chemistry classrooms is presented. Three models for including computational chemistry in the undergraduate program were uncovered in this analysis: the specialized course model, the augmented course model, and the islands of computations model. These models are discussed along with teaching and learning challenges as well as routes to bypass them.

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Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators

Cited by 426 publications

References 46 publications

Course-based research experience of undergraduate medical students through project-based learning

Course-based research experience of undergraduate medical students through project-based learning

Using Project-based Learning in a Hybrid e-Learning System Model

Computational Chemistry in the Undergraduate Classroom – Pedagogical Considerations and Teaching Challenges

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