Teach and/or support learning
How students learn, both generally and within their subject/disciplinary area(s)
Problem-based learning (PBL) is a teaching approach where students learn by solving real or realistic problems. Instead of getting information first, students are presented with a problem and work together to figure out what they need to learn to solve it. This approach encourages active learning, teamwork, and thinking skills. PBL is often used in higher education because it helps students become better problem solvers, decision makers, and critical thinkers — skills they need in real life.
PBL improves students’ critical thinking skills with a medium to large effect size ➕➕➕➕ (Liu & Pásztor, 2022; Hafizah et al., 2024). It is especially effective for skills development ➕➕➕➕➕ (Dochy et al., 2003). However, it may slightly reduce short-term factual knowledge compared to traditional methods ➕➕. PBL works better when:
It also leads to slightly improved attitudes towards learning ➕➕ (Demirel & Dağyar, 2016), especially when students see value in solving problems collaboratively.
This summary is based on six meta-analyses published between 2003 and 2024. Liu & Pásztor (2022) and Hafizah et al. (2024) focus on critical thinking and include over 70 studies with broad international coverage. Dochy et al. (2003) and Gijbels et al. (2005) analyse knowledge and skills outcomes across higher education. Demirel & Dağyar (2016) evaluate student attitudes, and the 2024 meta-analysis from Hafizah et al. also confirms effects across disciplines. All studies are peer-reviewed and meet GRADE criteria for high-quality evidence (++++) with clear effect sizes and moderator analysis.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61. https://doi.org/10.3102/00346543075001027
Liu, O. L., & Pásztor, A. (2022). Does problem-based learning foster critical thinking? A meta-analysis of higher education studies. Educational Research Review, 35, 100434. https://doi.org/10.1016/j.edurev.2021.100434
Demirel, M., & Dağyar, M. (2016). Effects of problem-based learning on attitude: A meta-analysis study. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2115–2137.
Hafizah, M. A., Jamaluddin, S., Jamil, J. M., Zainal, A. R. A., & Yahaya, A. S. (2024). The effect of problem-based learning on critical thinking: A meta-analysis. International Journal of Instruction, 17(1), 61–78. https://doi.org/10.29333/iji.2024.1714a
