The Effectiveness of Student-Centered, Problem-Driven Learning Methods for Self-Regulated Learning: What Works and for Whom?

• In Event: The Promotion and Support of Self-Regulated Learning Across Different Educational Levels

Abstract

Objectives

Student-centered, problem-driven methods like problem-based (PBL) and project-based learning (PjBL) are prevalent in education, offering students the chance to set their objectives and choose their sources (Loyens & Rikers, 2017). This is assumed to foster self-regulated (SRL) and self-directed learning (SDL) skills, although research results are mixed (English & Kitsantis, 2013; Hmelo-Silver, 2004). This meta-analysis aims to gain a better understanding of the effectiveness of student-centered, problem-driven learning methods on SRL and SDL.



Theoretical Framework

SRL involves a cyclical process where thoughts, feelings, and behavior are planned and adjusted to achieve goals (Bjork et al., 2013). To promote SRL, it is often assumed that students need opportunities to regulate their own learning (Loyens et al., 2008). In student-centered education, students access these opportunities through SDL (Hmelo-Silver, 2004). SDL as a characteristic of the learning environment, refers to students' freedom to choose problems, issues, and materials, presumed to aid in SRL skill development. SDL as a learner's characteristic, involves the activities and processes students engage in, such as SRL (Loyens et al., 2008).

Currently, there is no systematic review or meta-analysis on the effects of student-centered, problem-driven learning on SRL and SDL across different educational levels. Prior research has yielded mixed results (English & Kitsantas, 2013; Loyens et al., 2008). Hence, this study focuses on the effect of PBL and PjBL on SRL and SDL skills compared to lecture-driven learning environments.







Method

We conducted a systematic review and meta-analysis using various databases (e.g., Web of Science). We employed search terms related to problem-driven learning (e.g., "problem based," “project based”) and SRL/SDL (e.g., “self regulat*,” “SRL,” metacogniti*,” “SDL readiness”). Articles had to meet specific criteria: 1) investigating the impact of PBL and PjBL on SRL using a control group and/or pre-posttest design; 2) measuring SRL or SDL readiness/abilities using validated instruments; 3) written in English; and 4) reporting relevant data for effect size calculations. We coded all included articles, considering factors like group size, student vs. teacher control, and educational level.



Results and Significance

Our meta-analysis incorporated 58 studies reporting data on 69 subsamples, combining multiple outcomes into one effect size per study. Overall, the random-effects model demonstrated a significant, positive, moderate effect of problem-driven learning on SRL and SDL, d = 0.551 (SE = 0.077, 95% CI [0.400, 0.702]). However, the effect varied considerably, Q(68) = 1053.026, p < .001, I² = 93.542, T² = 0.363, 95% PI [0.662, 1.764]. Moderation analyses revealed a significant larger effect size for K-12 compared to higher education samples (p = .046). Trends indicated a larger effect for interventions vs. curriculum approach (p = .064), and a larger effect when teachers provided feedback on the process (p = .067). In the systematic review section, teacher feedback and support, group co- and shared regulation levels, and students’ motivation were identified as critical factors affecting SRL and SDL in problem-driven learning. This review offers valuable insights and potential solutions for higher education programs, educators, and educational advisors grappling with challenges in promoting SRL and SDL.

Authors

• Joyce Neroni, Open Universiteit Heerlen

• Samantha Vos, Open Universiteit Heerlen

• Martine Baars, Erasmus University Rotterdam

• Lisette Wijnia, Open Universiteit Nederland