Еffects of project-based learning on academic achievement: A meta-analysis

Project-based learning (PBL) is considered as an alternative to the traditional transmissive instructional approach. However, there not a large number of meta-analytic studies that seek synthesise findings primary in order assess overall effect PBL on academic achievement, while national and regional research area such attempts are present. This had goal synthesising empirical about effects achievement. Eighteen relevant (N = 2518) met meta-analysis eligibility criteria. Statistical analysis under assumption random model points weak up moderate students? achievement (Hedges? g .387 [95% CI: .027|.747], Z 2.109, p .035). Results justify further concept discover optimal implementation methods for this