Effects of Problem-Based Learning on Attitude: A Meta-analysis Study

Abstract

To date, researchers have frequently investigated students' attitudes toward courses supported by problem-based learning. There are several studies with different results in the literature. It is necessary to combine and interpret the findings of these studies through a meta-analysis method. This 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. Also, some mediator variables are as follows: the status of a study, application time, education levels, scientific field of application, and sample size. As a result of the analysis, it has been found that problem-based learning has a low positive effect on students' attitudes. It means that problem-based learning is effective in helping students gain a positive attitude toward courses.

The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study

“…Although they did not specifically conduct a meta-analysis study on students' mathematical communication skills, these findings suggest a similar overall trend. However, other meta-analyses show slightly different results, as reported by Demirel & Dağyar (2016), where the combined effect size is 0.44. This difference in results belongs to the need to be further investigated by involving more studies that are analyzed to examine the reasons for the differences.…”

“…Several meta-analysis studies have been conducted by Sarifah (2011) by examining the effectiveness of PBL on mathematics learning outcomes. Then, Demirel & Dağyar (2016), Qin et al (2016), Wang & Lin (2009), Purwati et al (2017), Rosli et al (2014), and Kadir et al (2013) have conducted a meta-analysis of the effects of PBL on competence in reasoning, communication, connection, and problem-solving, and its application in real-life contexts. Several other meta-analysis studies specifically discuss the effect of the PBL model on students' critical thinking skills (Anugraheni, 2018), logical, creative, and problem-solving skills (Asror, 2016), but there is no specific meta-analysis on the effect of PBL learning on mathematical communication skills.…”

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

“…PBL is often assessed in its potential in various previous studies. However, various studies more often examine the effect of PBL on students' thinking skills (Anugraheni, 2018;Asyari, Muhdhar, Susilo, & Ibrahim, 2016;El-Shaer & Gaber, 2014;Ramdiah, Abidinsyah, & Mayasari, 2018), metacognition (Gholami et al, 2016;Kuvac & Koc, 2019), literacy (Febriasari & Supriatna, 2017;Shultz & Li, 2016;Suwono, Pratiwi, Susanto, & Susilo, 2017), learning outcomes (Nursa'ban, Masykuri, & Yamtinah, 2019;Yew & Goh, 2016), learning motivation (Argaw, Haile, Ayalew, & Kuma, 2017;Koçakoǧlu, Türkmen, & Solak, 2010;Thakur & Dutt, 2017), or attitudes (Demirel, 2016;Kuvac & Koc, 2018;Veli, 2014) . In fact, UEC is also a competency that needs to be optimally empowered, especially the increasingly critical environmental conditions at this time.…”

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

“…The connection between students' attitudes towards and achievement in mathematics has been acknowledged and confirmed many times (Demirel & Dağyar, 2016;Ma & Kishor, 1997;Young-Loveridge, Bicknell & Mills, 2012;Zakaria, Zain, Ahmad & Erlina, 2012;among others). The attitude-achievement connection manifests in both directions: firstly, higher achievers tend to have more positive attitudes toward mathematics and secondly, students' attitudes towards mathematics determine their level of engagement, the quality of their learning and eventually also their performance.…”