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Cited by 400Problem and Project Based LearningEducation and Critical Thinking DevelopmentSTEM Education

Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis

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Liu, Yong, Pásztor, Attila·2022·Thinking Skills and Creativity
DOI 10.1016/j.tsc.2022.101069
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Abstract

In recent years, the debate has continued among researchers and instructors regarding the influence of Problem-Based Learning (PBL) on the effectiveness of instructional intervention for Critical Thinking (CT) in higher education. This study, conducting a meta-analysis by synthesizing 50 relevant empirical studies from 2000 to 2021 with 5,210 participants and 58 effect sizes, aims to present potential factors (i.e., sample size, sample type, instruction type, gender, maturity, instrument, nationality, discipline, treatment duration, and group size) that may influence the effectiveness of the cultivation of CT skills and disposition on the basis of PBL. No evident publication bias was found (Egger's bias = 1.21, p > 0.05). From the general perspective, the results demonstrate the high level of influence of PBL (Standardized Mean Difference [SMD] = 0.640, p < 0.001) on CT with heterogeneity (I2 = 82.9%) due to the adopted instruments, mixed methods, and target outcomes, and no difference was observed between influence on CT skills and disposition. Students' maturity, nationality, sample type, instruction type, and group size are influencing factors of overall CT. The effects of intervention for seniors, western students, randomized samples, online instruction, and groups with less than six members are better, whereas short-term intervention is ineffective. For CT skills, the treatments for juniors and groups with less than six members are ineffective, and sample type and instruction type are not influencing factors. However, the effect sizes of big sample sizes, seniors, other kinds of instruments, western students, Sciences as a discipline, more than ten members in a group, and long-term intervention are stronger. For CT disposition, sample type, instruction type, discipline, and intervention duration are influencing factors, in which randomized samples, online instruction, students in Medicine, and medium-term intervention exerted a stronger effect than the other factors. In conclusion, although PBL is overall effective for promoting the acquisition of CT (skills and disposition), additional studies are also required to explore the effectiveness and influencing factors in other contexts, such as various learning or teaching strategies, environments, and scaffoldings, and scenario-problem-based tasks instead of only curriculum-based ones. These factors should also be considered to promote CT skills and disposition among undergraduates.

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  • Various models of PBL all tend to follow a structured problem-solving process involving three key stages: problem identification, information exploration, and solution generation and presentation.

    “While there are various models of PBL, they all tend to follow a structured problem-solving process involving three key stages: problem identification, information exploration, and solution generation and presentation (Liu & Pásztor, 2022).”

    From Measuring undergraduate students’ reliance on generative AI during problem-solving: Scale development and validation. (2025) · cites this paper as Liu & Pásztor, 2022

    Section 1.4 describes the sequence of identifying a problem, exploring information, and generating, selecting, and presenting a solution. But it calls these the generally similar steps in the studies included in the meta-analysis, all of which used case-based and collaborative PBL; it does not establish that various PBL models generally follow those three stages. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

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Cited by

Sorted by citations

Authors
Liu, Y., & Pásztor, A.
Affiliations
University of Szeged (HU)
Corresponding author
Liu, Yong
ORCID
Venue
Thinking Skills and Creativity
Publisher
Elsevier BV
Published
2022-09
Volume
45
Pages
101069
ISSN
1871-1871 (ISSN-L)
DOI
10.1016/j.tsc.2022.101069
OpenAlex
W4281886677
Cited by
400
References
6
Citations by year
2026: 119 · 2025: 120 · 2024: 73 · 2023: 69 · 2022: 19
FWCI
14.04
Type
journal article
Language
en
Open access
Licence
Locations
  • Thinking Skills and Creativity (publishedVersion, cc-by-nc-nd)
  • SZTE Publicatio Repozitórium (University of Szeged) (acceptedVersion, other-oa)
  • Repository of the Academy's Library (Library of the Hungarian Academy of Sciences) (acceptedVersion)
Funders
  • Magyar Tudományos Akadémia (KOZOKT2021-16)
  • China Scholarship Council (202008500108)
  • Tempus Közalapítvány (SHE-16610-004/2020)
  • Szegedi Tudományegyetem
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Education › STEM Education
Keywords
problem-based learning, critical thinking, critical thinking skills, critical thinking disposition, higher education, educational intervention, moderators of intervention effectiveness, online instruction, group size, intervention duration, student maturity, disciplinary differences, undergraduate students

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