The effects of students learning of problem-based learning and subject-based learning in Taiwan: A meta-analysis

• Main Authors: Wan-I Tzeng, 曾婉宜
• Other Authors: Kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/07421445769170015764

碩士 === 中原大學 === 教育研究所 === 95 === The comparison of the study of meta-analysis between Problem-Based Learning(PBL) and Subject-Based Learning(SBL) has two aims: Firstly, to address the main effects of PBL and SBL on three categories of outcomes: (1)learning achievement, (2)learning attitude and (3)problem-solving ability. Secondly, to address potential moderators effects of problem-based learning. The discussion of potential moderators includes:(1) Research object: The research objects include elementary school, junior high school, vocational high school, university and college of continuing education,etc., and to analyze further whether the grade is the moderator. (2) Subject classification: The subject classification of this research include such fields as industry, business, science engineering and medicine,etc., or analyse further whether the subject is the moderator. For example, the industrial classification can be divided into subjects of the electrical machinery, mechanical subject,etc. (3) Assessment types and evaluation dimensions: The assessment type of learning achievement of this research includes skill operation, project report, concept map, multiple-choice items and essay items,etc.,. The assessment type of learning attitude includes teacher-student interaction, learning interests and attitudes toward joining the activity of science study. The assessment type of problem-solving abilities includes “to discover problem”, ” to pose problems” and “to find optimum means”,etc. After literature search, this study selected 21 articles that met the criteria for inclusion, and then we analyzed data with meta-analysis system which named MetaA design by researcher. The result shows that PBL had a positive effect on learning achievement, learning attitude and problem-solving ability. And it has the best effect on problem-solving ability. Among these results of this study mentioned above, the combined effect size of learning achievement is 0.4579, the combined effect size of learning attitude is 0.4579, the combined effect size of problem-solving ability is 0.7151.The results of moderators show that, research object, subject classification and assessment type are all moderators in the learning achievements as well as other possibities. In the learning attitude, research object and subject classification are not, but evaluation dimension is moderator. In the problem-solving abilities, research object, subject classification and evaluation dimension are all moderators.