Effect of design‐based learning on achievement in K‐12 education: A m eta‐analysis

Delen, Ibrahim; Sen, Sedat

doi:10.1002/tea.21800

Cited by 37Problem and Project Based LearningScience Education and PedagogyInnovative Teaching and Learning Methods

Effect of design‐based learning on achievement in K‐12 education: A m eta‐analysis

Delen, Ibrahim, Sen, Sedat·2023·Journal of Research in Science Teaching

DOI 10.1002/tea.21800

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Abstract

Design‐based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta‐analysis that would give a comprehensive picture of how DBL is connected to student achievement in different disciplines. In addition, we explored the moderators influencing achievement in DBL for K‐12 education. After investigating content‐related gains in our meta‐analysis on 37 individual articles with 52 effect sizes, we found that DBL had a positive and large effect ( = 0.602) on achievement in K‐12 education, and the effect size for science ( = 0.703) was higher than mathematics ( = 0.418) education. When considering the strong emphasis on science education in different DBL related frameworks and STEM (science, engineering, technology, and mathematics) education studies, this cumulative understanding could play an important role in the difference between science and mathematics. Studies that had control groups in the same school ( = 0.703) had statistically significantly higher effect sizes compared to studies that included control groups from different schools ( = 0.447). Studies with random assignment ( = 0.258) had statistically significantly smaller effect sizes compared to studies with non‐random assignment ( = 0.623). In addition, the effect of DBL on achievement showed statistically significant differences among different countries. The remaining moderators (school level, content support, measurement type, and experimental design) did not show statistically significant differences in terms of the effect of DBL on student achievement. Our review presents evidence that participating in DBL activities supports student achievement after the intervention, but how students transfer their content gains in other situations needs convincing evidence. To overcome this challenge, future studies can prioritize how to support achievement in state mandated tests to understand DBL's effect on students' content gains in different learning situations.

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Meta-analyses show medium-to large-sized positive effects of learning-by-design on student achievement in K-12 STEM education.
“Meta-analyses show medium-to large-sized positive effects on student achievement in K-12 STEM education (Delen & Sen, 2023).”
From Looking Beyond the Hype: Understanding the Effects of AI on Learning (2025) · cites this paper as Delen & Sen, 2023

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Authors: Delen, I., & Sen, S.
Affiliations: Department of Educational Sciences Usak University Usak Turkey
Department of Educational Sciences Harran University Sanliurfa Turkey
ORCID: Delen, Ibrahim
Sen, Sedat
Venue: Journal of Research in Science Teaching
Publisher: Wiley
Published: 2022-07-30
Volume: 60
Issue: 2
Pages: 330-356
ISSN: 0022-4308 (ISSN-L)
1098-2736
DOI: 10.1002/tea.21800
OpenAlex: W4288855698
Cited by: 37
References: 92
Citations by year: 2026: 10 · 2025: 11 · 2024: 9 · 2023: 7
FWCI: 14.56
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Journal of Research in Science Teaching (publishedVersion)
Funders: European Commission
Topics: Social Sciences › Education › Problem and Project Based Learning
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: design-based learning, academic performance, K-12 education, science education, mathematics education, STEM education, moderators of effect size, random assignment, control group comparison, cross-national differences, content understanding

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Effect of design‐based learning on achievement in K‐12 education: A m eta‐analysis

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