The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.

中文翻译：

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基于问题的学习方法对学习成果的影响：一项二阶荟萃分析研究

多年来，各种研究都研究了基于问题的学习方法对学习成果的影响。事实上，文献中有许多关于这个主题的荟萃分析，这需要确定该方法如何影响认知和情感学习结果。因此，本研究旨在揭示基于问题的学习方法对学生认知和情感学习成果的影响。此外，还从研究类型、研究质量和学科领域等调节因素的角度检查了该方法对学习结果的影响。从主要荟萃分析中获得的效应量通过涵盖 30 年的二阶荟萃分析方法进行解释。在纳入和排除标准范围内，共有来自 22 项主要荟萃分析研究的 36 个数据集被纳入分析。研究中随机效应模型下合并的研究的平均效应计算为 g=0.726,95 % CI [0.587;0.865]。这一结果意味着基于问题的学习比其他方法对学生的认知和情感学习成果的影响更大。此外，结果表明，研究质量是一个重要的调节因素，低质量的研究会产生较大的效应量。