Self-Directed Learning in Problem-Based Learning: A Meta-Analysis

• In Event: Measuring Problem-Based Learning Processes From the Angle of Students and Teachers

Abstract

This paper presents a meta-analysis focused on self-directed learning in problem-based learning when compared with a traditional learning approach. A total of 75 outcomes from 38 studies were used in the analysis which resulted in a statistically significant overall medium effect size of g = 0.45, favoring problem-based learning. Subgroup analyses conducted focused on four aspects of self-directed learning. Both personal autonomy (g = 0.51, z(47) = 6.4, p = 0.01) and independent pursuit of learning (g = 0.66, z(2) = 3.49, p = 0.01) report statistically significant positive effect sizes. Three of eight disciplines reported statistically significant effect sizes along with two study designs. Findings and conclusions provide the first synthesis in problem-based learning focused on self-directed learning.

Authors

• Heather Leary, University of Colorado - Boulder

• Andrew Walker, Utah State University

• Brett E. Shelton, Utah State University