Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators

Other meta-analysis studies found that the effect of the project-based learning model (PjBL) on academic achievement is better than conventional learning models.

“In addition, other metaanalysis studies also found that the effect of the project-based learning model (PjBL) on academic achievement is better than conventional learning models (Chen et al., 2019; Ayaz et al., 2015; Baleman et al., 2018).”

Several meta-analyses and systematic reviews have demonstrated positive impacts of PBL on academic achievement.

“Several meta-analyses and systematic reviews have synthesized the effects of PBL in education, demonstrating positive impacts on academic achievement (Chen and Yang, 2019; Zhang and Hu, 2019; Zhang and Ma, 2023).”

Some research reports non-significant effects on non-cognitive outcomes.

“However, some research reports non-significant effects on non-cognitive outcomes (Zhang and Ma, 2023; Chen and Yang, 2019).”

Chen and Yang (2019) find that school location significantly affects learning outcomes, with stronger effects in Europe, North America, and West Asia compared to East Asia.

“Chen and Yang (2019) find that school location significantly affects learning outcomes, with stronger effects observed in Europe, North America, and West Asia compared to East Asia.”

Chen and Yang (2019) found that implementing PBL for more than 2 h per week yields stronger effects than less than 2 h.

“Chen and Yang (2019) found that implementing PBL for more than 2 h per week yields stronger effects than less than 2 h.”

Other studies have shown non-significant effects of group size, with PBL effects remaining consistent across educational stages and group sizes.

“However, other studies have shown non-significant effects of group size, with PBL effects remaining consistent across educational stages and group sizes (Chen and Yang, 2019).”

Comparisons of DBL between students with different characteristics are requested, investigating both affective and cognitive learning outcomes.

“Comparisons of DBL between students with different characteristics are also requested in [18], investigating both affective and cognitive learning outcomes.”

DBL is more effective than traditional learning because learners work on real problems in teams and pursue their own ideas, leading to higher engagement and better learning outcomes.

“DBL is more effective than traditional learning because learners work on real problems in teams and are allowed to pursue their own ideas and approaches, which in turn leads to higher engagement and thus better learning outcomes [18,34,35].”