Effects of Problem-Based Learning on Attitude: A Meta-analysis Study
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Abstract
Background:
To date, researchers have frequently investigated students’ attitudes toward courses supported by problem-based learning. Thus, there are several studies with different results in the literature. Therefore, a clear conclusion about the subject cannot be obtained. As a result, it is necessary to combine and interpret the findings of these studies through a meta-analysis method.
Material and methods:
The meta-analysis 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.
Results:
As a result of the analysis, it has been found that problem-based learning has a positive effect on students’ attitudes; however, the effect size is low (g = 0.44). Some mediator variables are as follows: the status of a study, application time, education levels, scientific field of application, and sample size.
Conclusions:
Consequently, problem-based learning is effective in helping students gain a positive attitude toward courses. In addition, mediator variables do not affect students’ attitudes toward courses in problem-based learning applications.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 12, Issue 8, August 2016, 2115-2137
https://doi.org/10.12973/eurasia.2016.1293a
Publication date: 02 Jul 2016
Article Views: 9348
Article Downloads: 5454
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How to cite this article
APA
Demirel, M., & Dağyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Meta-analysis Study. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2115-2137. https://doi.org/10.12973/eurasia.2016.1293a
Vancouver
Demirel M, Dağyar M. Effects of Problem-Based Learning on Attitude: A Meta-analysis Study. EURASIA J Math Sci Tech Ed. 2016;12(8):2115-37. https://doi.org/10.12973/eurasia.2016.1293a
AMA
Demirel M, Dağyar M. Effects of Problem-Based Learning on Attitude: A Meta-analysis Study. EURASIA J Math Sci Tech Ed. 2016;12(8), 2115-2137. https://doi.org/10.12973/eurasia.2016.1293a
Chicago
Demirel, Melek, and Miray Dağyar. "Effects of Problem-Based Learning on Attitude: A Meta-analysis Study". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 8 (2016): 2115-2137. https://doi.org/10.12973/eurasia.2016.1293a
Harvard
Demirel, M., and Dağyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Meta-analysis Study. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), pp. 2115-2137. https://doi.org/10.12973/eurasia.2016.1293a
MLA
Demirel, Melek et al. "Effects of Problem-Based Learning on Attitude: A Meta-analysis Study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 8, 2016, pp. 2115-2137. https://doi.org/10.12973/eurasia.2016.1293a