A Meta-Analysis on the Effect of Problem-Based Learning Versus Conventional Teacher-Centered Learning on Student Motivation

• In Event: 44.066 - Factors That Influence Student Learning in the Problem-Based Learning Process

Abstract

Problem-based learning methods often aim to promote students’ interest and intrinsic motivation for studying. In the paper, the preliminary results of meta-analyses of 39 studies examining the effect of problem-based learning (PBL) versus conventional, teacher-centered instruction on students’ motivational outcomes are reported. Results indicated that PBL had a small positive effect on students’ beliefs about their own capabilities (e.g., self-efficacy) and a positive small to medium effect on students’ perceived value of studying (e.g., interest). However, no differences were found for students’ goals or reasons for studying such as intrinsic motivation. The effect of the operationalization of the motivational measures (task-specific vs. general) and the effect of possible moderators, such as educational level, should be examined further.

Authors

• Lisette Wijnia, HZ University of Applied Sciences - the Netherlands

• Sofie Loyens, University College Roosevelt

• Gera Noordzij, Erasmus University

• Remigius M. Rikers, University College Roosevelt