Two studies may help:

https://link.springer.com/content/pdf/10.1007/s10648-008-9082-7.pdf

Article Investigating effects of problem-based versus lecture-based ...

Thank you Nicolás!

You brought the problem-based learning to the discussion which is naturally close to what we've been looking into. We definitely need to consider that as well.

Are you interested in this sort of research concerning student activisation?

Best woshes,

Martin

https://www.sciencedirect.com/science/article/pii/S2452301116300062

https://diser.springeropen.com/articles/10.1186/s43031-019-0009-6

https://link.springer.com/chapter/10.1007/978-94-6300-019-2_3

These may be helpful.

Riann

Hi,

A pretty large body of systematic evidence on project-based learning impacts on learning outcomes may help you answer your big question. By the way you may like to narrow down your question by: level (primary, secondary, university); subject (sience, STEM); outcome(acad achievement, motivation); use of ICT

Here are a few meta-analyses, systematic reviews focusing on PBL:

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.

Balemen, N., & Keskin, M. Ö. (2018). The Effectiveness of Project-Based Learning on Science Education: A Meta-Analysis Search. International Online Journal of Education and Teaching, 5(4), 849-865.

Jensen, K. J. (2015). A Meta-analysis of the effects of problem-and project-based learning on academic achievement in grades 6-12 populations.

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher education, 51(2), 287-314.

You may like into the reviews of interventions where PBL was one of the conditions

Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A meta-analysis on effective strategies for integrated STEM education. Advanced Science Letters, 22(12), 4225-4228.

Another important issue to consider is that project-based learning is one of the problem-centered instructional models together with inquiry-based learning, design-based learning, and problem-based learning itself.

See, for instance, Kim, N. J., Belland, B. R., & Walker, A. E. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis.

Enjoy!

Martin Rusek : Yes. I am interested.

Thank you Larysa V. Lysenko,

This is an exhaustive overview. :)

I sincerely believe it helps me as well as other PBE-enthusiasts!

Best,

Martin

Hi Riann Singh ,

Thank you for your contribution. Together with Larysa, you provided me a lot of material to go through during the summer break :))

Are you into this topic or did you just happen to come across my question?

Best,

Martin

Numerous studies have proven that project-based learning achieves effective results in many variables, as it focuses on student-centered education.

Hi @Abdelkader,

Do you have any particular study in mind? The reason I'm asking is there are indeed many studies showing the effect, nevertheless, in a closer look, it's just a pre-post test or an educational experiment on a non-randomized sample of a classroom or two which does no provide very solid evidence.

For this reason, I'd be grateful for anything more reliable.

Thank you in advance ;-)

Hi Martin,

Like you, I have found many studies, but few conclusive results. I found the literature review by Barbara Condliffe helpful https://eric.ed.gov/?id=ED578933 . Basically there are too many forms of PBL (Project-based and Problem-based learning) with too many variables. There are studies which examine one or two variables, but you need to narrow your enquiry to get results. My research is on primary school students and the development of skills through PBL with a genuine, current unsolved problem.

This is an excellent question. Problem-based learning is completely different from Project-based Learning, although both share in the abbreviation (PBL) which may be the cause of much confusion and mix-up. They are different educational approaches, but they share one thing, active learning. Project-based learning is based on the theory of learning of "learning by doing", meaning throughout the steps of completing a project there are opportunities for raising questions, brain-storming, searching for information and using the new information to supplement and add to the project. There is evidence from research that learning by doing enforce learning, help in the development of several skills, enrich the experience, and deep-learning and foster long-term memory and teamwork.

Hi Sue Gaardboe ,

Thanks for your contribution. I'll take a look at the paper you shared.

I agree with you on the size of the sources we have. There is one more thing which troubles me - there are many activities which are called projects (in terms of PBL) however do not fulfill the neccessary criteria such as students' independence, the outcome, etc. Having these included in the many reviews also does not help our cause.

What aspect of PBL are you focusing on?

Best,

Martin

My research is on primary school students and the development of critical and creative thinking skills through PBL with a genuine, current unsolved problem provided by an Industry partner.

Samy A. Azer ,

Thank you for your comment.

From your perspective, is it actually possible to learn something from these studies?

1) not everything called project actually fulfills the criteria of PBL,

2) some students (especially those who like to have the subject matter served by the teacher but then are able to devour its extraordinary quantities) not mentioning the introverts surely do not benefit from such an open environment.

Thanks for your comment.

Best,

Martin

You can read some of our papers about PBL:

1. Article Improving soft skills based on students’ traces in problem-b...

2. Chapter A New Approach for Assessing Learners in an Online Problem B...

Good article Yacine Lafifi.

Various studies have already shown that project-based learning in several conditions produces successful outcomes because it emphasizes on student-centric instruction.

Martin, various scholars have investigated project-based learning and the extent of its effectiveness in a range of sectors, including technology and computing, education and engineering, among others (see for example, Alacapinar, 2008; Fillipatou & Kaldi, 2010; de la Puente Pacheco & Guerra, 2019). A multitude of methods such as case studies, the comparison of various approaches to learning and theory based works have yielded inconclusive results on the topic. It would appear as if work in this area still remains debatable. Interesting...