The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis

Abstract

In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.

Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School

“…Rooted in constructivist learning theories, PjBL shifts the focus from traditional teacher-led instruction to student-centered inquiry and collaboration, where students engage in authentic, real-world projects to construct knowledge and solve complex problems Singgih Subiyantoro / Exploring Teachers' Perspectives on their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School (Chang et al, 2024;Melia Astiana, Maya Malinda, Anny Nurbasari, 2021;Şahin & Kılıç, 2024). Over the years, PjBL has garnered attention from educators, researchers, and policymakers for its potential to promote critical thinking, creativity, communication, and collaboration skills, which are essential for success in the modern workforce (Hao et al, 2024;Şahin & Kılıç, 2024;Wijnia et al, 2024). Despite the growing interest and adoption of PjBL in educational practice, there remains a gap in understanding the intricate role of teachers in facilitating this instructional approach.…”

“…Studies have shown that students engaged in PjBL projects demonstrate improved academic performance, higher motivation, and enhanced problem-solving skills than those in traditional classrooms (Abuhmaid et al, 2020;Cai et al, 2023;Zhang et al, 2024). Furthermore, research has identified various models and frameworks for designing and implementing PjBL, such as the Buck Institute for Education's (BIE) Gold Standard PBL model and the framework proposed by Thomas in Wijnia (Wijnia et al, 2024). These models emphasize essential elements of effective PjBL, including authentic challenges, student autonomy, inquiry and investigation, and public presentation of learning outcomes (do Amaral et al, 2023;Suartama et al, 2023).…”

“…This gap is significant because teachers' beliefs, practices, and support structures profoundly influence the success of PjBL implementation. Furthermore, existing research primarily focuses on the experiences of PjBL in specific contexts or disciplines, such as science, technology, engineering, and mathematics (STEM) education (Al-Bahadli et al, 2023;Wijnia et al, 2024). More comprehensive studies are needed to examine PjBL implementation across diverse subject areas and educational settings to provide a holistic understanding of teachers' roles and practices in facilitating PjBL.…”

“…PjBL is grounded in constructivist theories of learning, which emphasize the active construction of knowledge through authentic experiences and social interaction (Plews et al, 2024). According to Wijnia (2024), PjBL aligns with sociocultural learning Singgih Subiyantoro / Exploring Teachers' Perspectives on their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School theories by providing opportunities for students to collaborate, communicate, and construct meaning within authentic contexts. Theoretical frameworks such as Vygotsky's zone of proximal development and Dewey's experiential learning theory provide theoretical underpinnings for understanding the cognitive and social processes involved in PjBL (Chang et al, 2024).…”

“…The Buck Institute for Education's (BIE) Gold Standard PBL model is one of the most widely used frameworks, emphasizing essential elements such as authentic tasks, student autonomy, inquiry and investigation, and public presentation of learning outcomes (Buck Institute for Education, n.d.). Thomas (2000) in Wijnia (Wijnia et al, 2024) proposed a similar framework highlighting the importance of challenging problems, sustained inquiry, authenticity, and student voice and choice in PjBL. Research on PjBL has provided empirical evidence of its effectiveness in promoting student learning outcomes across various subject areas and grade levels.…”