Is project-based learning effective among kindergarten and elementary students? A systematic review

Abstract

Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementary students. We also examined the quality of studies, their compliance with basic prerequisites for a successful result, and their fidelity towards the key elements of PBL intervention. For this objective, we conducted a literature search in January 2020. The inclusion criteria for the review required that studies followed a pre-post design with control group and measured quantitatively the impact of PBL on content knowledge of students. The final sample included eleven articles comprising data from 722 students. The studies yielded inconclusive results, had important methodological flaws, and reported insufficient or no information about important aspects of the materials, procedure and key requirements from students and instructors to guarantee the success of PjBL. Educational implications of these results are discussed.

Analysing Educational Interventions with Gifted Students. Systematic Review

“…The performance and assessment of students with high abilities will be positive as long as educational measures are adapted to their individual needs and presents them with a cognitive challenge. Otherwise, the likelihood of school failure will increase considerably, either because of boredom or a lack of interest, or due to insufficient psychosocial support resources [ 32 , 33 , 35 , 40 ].…”

“…These findings are consistent with the study by Steenbergen-Hu et al [ 28 ] in which they report the low quality of underachievement interventions with gifted students. Previous studies where the quality of educational interventions has been analysed have called for caution in making interpretations based on studies with low methodological quality [ 32 ]. In particular, this study states “if all of these results had been collated in a quantitative meta-analysis without a proper analysis of their quality, most likely the conclusions would have been deceivingly positive” [ 32 ].…”

“…Previous studies where the quality of educational interventions has been analysed have called for caution in making interpretations based on studies with low methodological quality [ 32 ]. In particular, this study states “if all of these results had been collated in a quantitative meta-analysis without a proper analysis of their quality, most likely the conclusions would have been deceivingly positive” [ 32 ]. Based on this approach, we believe that generalising the effects found in the included papers could lead to misleading interpretations.…”

“…An analysis of the studies finally included was conducted from a twofold perspective. On the one hand, descriptive information about the studies and their findings (author, objective, design, participants and intervention was extracted; on the other hand, the quality of the included studies using an adaptation of the quality scale developed by Ferrero et al [ 31 ] was analyzed, for application in interventions based on Project-Based Learning [ 32 ]. This scale includes items which analyze methodological aspects related to the quality of educational interventions such as randomisation, experimental control or the measurement of the validity and reliability for the variables used.…”

Green STEM to Improve Mathematics Proficiency: ESA Mission Space Lab

“…In this vein, recent reviews disagree. Some find inconclusive results and many methodological flaws [42], while others, medium to large mean effect size for students' achievements [43,44]. The key may be in the role of the amount of teacher guidance [41], as set previously.…”