Table 1.
Effects of PBL on deep and surface approaches to learning across full PBL or hybrid PBL and across studies conducted in a single course PBL environment versus a curriculum wide PBL implementation
| Study nr | Full PBL or hybrid PBL | Single course or curriculum wide PBL | Deep aproacha (ES) | Surface approachb (ES) |
|---|---|---|---|---|
| 1 | PBL computer | Course | Increase (0.93) | Decrease (−0.50) |
| 2 | PBL | Curriculum | Decrease (−0.53) | Increase (0.50) |
| 3 | Hybrid | Curriculum | Increase (0.33) | No effect (−0.28) |
| 4 | PBL | Course | No effect (0.00) | No effect (0.13) |
| 5 | PBL | Course | Decrease (−0.38) | Increase (0.50) |
| 6 | PBL | Curriculum | Decrease (−0.36) | No effect (0.23) |
| 7 | PBL | Curriculum | Increase (0.16) | Increase (0.24) |
| 8 | PBL | Curriculum | Increase | Decrease |
| 9 | PBL | Curriculum | Increase (−0.41) | No effect (0.23) |
| 10 | Hybrid | Curriculum | No effect (0.44) | No effect (−0.45) |
| 11 | PBL | Course | No effect (0.00) | No effect (−0.03) |
| 12 | PBL | Course | Increase | No effect |
| 13 | PBL | Course | No effect | No effect |
| 14 | PBL | Course | Increase | Decrease |
| 15 | PBL | Curriculum | Increase (0.23) | No effect (0.10) |
| 16 | PBL | Curriculum | Decrease (−0.38) | Increase (0.50) |
| 17 | Hybrid | Course | No effect (−0.17) | No effect (−0.07) |
| 18 | PBL | Course | Increase (0.29) | No effect (−0.17) |
| 19 | PBL | Curriculum | Increase (0.21) | Decrease (0.36) |
| 20 | PBL | Curriculum | No effect | Decrease |
| 21 | PBL | Curriculum | Increase (0.50) | Decrease (0.00) |
| Total (n = 21) | PBL (n = 17) Hybrid (n = 3) Computer (n = 1) |
Curriculum wide (n = 12) Single course (n = 9) |
Increase (n = 11) Decrease (n = 4) No effect (n = 6) |
Increase (n = 4) Decrease (n = 6) No effect (n = 11) |
ES: effect size (Cohen’s d) calculated if possible based on Lipsey and Wilson (2001)
aDeep approach: increase/positive, no effect, decrease/negative effect
bSurface approach: increase/negative effect, no effect, decrease/positive effect