ЕFFECTS OF PROJECT-BASED LEARNING ON ACADEMIC ACHIEVEMENT: A META-ANALYSIS

Abstract

Project-based learning (PBL) is considered as an alternative to the traditional transmissive instructional approach. However, there is not a large number of meta-analytic studies that seek to synthesise findings of primary studies in order to assess overall effect of PBL on academic achievement, while in the national and regional research area such attempts are not present. This research had a goal of synthesising empirical findings about effects of PBL on academic achievement. Eighteen relevant studies (N = 2518) met the meta-analysis eligibility criteria. Statistical analysis under the assumption of random effects model points to a weak up to moderate effect of PBL on students’ academic achievement (Hedges’ g =.387 [95% CI:.027 |.747], Z = 2.109, p =.035). Results justify further research of the concept of PBL and discover the optimal implementation methods for this instructional approach.