Effects of Problem-Based Learning on Students' Achievement--- A Meta-Analysis of Studies in Taiwan

[[abstract]]Problem-based learning (PBL) has been an important research topic in medical education. Starting from 1970, many studies relating to PBL have been published in the USA. It gradually becomes a popular research topic in Taiwan since the announcement of Nine-year Curriculum Reform by the government of Taiwan in 2001. In a short period of time, more than 150 articles relating to PBL were published in Taiwan, in which about 102 were empirical research. With such a huge research literature, it is important to know what the effects of PBL on students’ achievement (e.g., content knowledge, higher-level thinking abilities, attitude toward learning, social skills, etc.). This study attempts to use Hedges and Oklins’ (1985) meta-analytic approach to synthesize current research regarding the effectiveness of PBL on students’ cognitive, affective, and social behavior outcomes in Taiwan. Furthermore, some moderators that may affect the effects of PBL on students’ achievement will be identified and analyzed. It is hoped that this synthesis will help to provide a clearer conclusion on this issue.