The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis
Utrecht University · Roosevelt Institute for American Studies · +2 more institutions
Abstract
Abstract In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL,…
Citation impact
- FWCI
- 103.09
- Percentile
- 100%
- References
- 158
Authors
5- LWLisette WijniaCorresponding
Utrecht University, Roosevelt Institute for American Studies, Open University of the Netherlands
- GNGera NoordzijCorresponding
Erasmus University Rotterdam
- LRLidia R. ArendsCorresponding
Erasmus University Rotterdam
- RMRemy M. J. P. RikersCorresponding
Utrecht University, Roosevelt Institute for American Studies
- SMSofie M. M. LoyensCorresponding
Utrecht University, Roosevelt Institute for American Studies
Topics & keywords
- Psychology
- Moderation
- Competence (human resources)
- Mathematics education
- Project-based learning
- Educational psychology
- Intrinsic motivation
- Curriculum
- Quality Education