期刊名称：International Online Journal of Education and Teaching
电子版ISSN：2148-225X
出版年度：2018
卷号：5
期号：4
页码：849-865
语种：English
出版社：Informascope
摘要：The present study aims to demonstrate,by means of a meta-analysis,the effectiveness of Project-Based Learning in the context of academic performance and various study characteristics.For this purpose,the relevant literature was reviewed to identify studies using Project-Based Learning in the fields of physics,chemistry,biology,and science.Following the literature review,the study characteristics and the criteria for their inclusion were determined.A total of 48 studies were included and,by means of the analyses conducted,the general effect size of Project-Based Learning in science education was found to be 1.063.This is quite a large effect size by Cohen’s criteria and it shows that Project-Based Learning is 86% more effective in science education compared to traditional learning approaches.Project-Based Learning was found to have a great effect size in different subjects (physics,chemistry,biology,and science),at different levels (primary,secondary,and tertiary),and with samples of various sizes (small,medium,and large).Project-Based Learning can thus be deemed more effective compared to traditional learning approaches.
