| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 100 === This research used meta-analysis method to explore the effect of problem-based learning (PBL) on students learning outcome from existing studies (1999- 2012). The sample included 140 dissertations, 13 journal articles, and 4 National Science Council project plans. The aspects studied included the types of the studies, the effects of PBL by school levels, subject areas, the class size and the amount of teaching time. A comprehensive coding system was developed to reflect the variables of the research, while the average effect size, 95% confidence interval, test of significance, common language effect size, and Fail-safe N were used to process the statistical data.
The main conclusions of this study are as follows:
1. Most of the problem-based learning studies are dissertations, and they emphasize the issues of learning achievement, teaching and problem-solving ability.
2. Most of the problem-based learning methods target the elementary school students.
3. The problem-based learning research increases within the years, and the majority of them are quantitative studies.
4. The problem-based learning methods develop in various ways, extending to the fields of education and other subject areas.
5. The problem-based learning methods help to improve the learning outcome of elementary school students, as well as the learning attitudes of vocational high school students.
6. The problem-based learning method does not make a significant difference among different subject areas.
7. The problem-based learning methods help to enhance students’ learning achievements and attitudes in the small or medium-sized classes under 40 students.
8. The appropriate hours of PBL help to enhance students’ learning outcome and their attitude of learning.
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