Effects of Problem-Based Learning on Attitude: A Meta-analysis Study
Melek Demirel 1
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Hacettepe University
CORRESPONDING AUTHOR
Miray Dağyar   

Hacettepe University, Fabrikalar Mah. 3042. Sok. No:16/5 Kepez, 07090 Antalya, Turkey
Publish date: 2016-07-02
 
EURASIA J. Math., Sci Tech. Ed 2016;12(8):2115–2137
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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.

eISSN:1305-8223
ISSN:1305-8215