A study of the impact of project-based learning on student learning effects: a meta-analysis study

With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. Method: This study uses a meta-analysis method to transform 66 experimental or quasi-experimental research papers based on project-based learning over the past 20 years into 190 effect values from the sample size, mean, and standard deviation of experimental data during their experiments, and to conduct in-depth quantitative analysis.

The results of the study showed that compared with the traditional teaching model, project-based learning significantly improved students' learning outcomes and positively contributed to academic achievement, affective attitudes, and thinking skills, especially academic achievement.