When Is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms

Strobel, Johannes, and Angela van Barneveld. 2009. “When Is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms.” The Interdisciplinary Journal of Problem-Based Learning 3 (Spring): 44–58.

Abstract

Problem-based learning (PBL) has been utilized for over 40 years in a variety of different disciplines. Although extensively researched, there is heated debate about the effectiveness of PBL. Several meta-analyses were conducted that provided a synthesis of the effects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and findings of the meta-analytical research on the effectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more effective for short-term retention as measured by standardized board exams. Implications are discussed.