BECE. Newsletter 

BECE, Vol.10, No.1, 2022 1346 

 

 

 

 

Effects of Problem-based Learning on Student Prob-

lem-solving Skills 

By Wang, H. J., Cao, L., & He, M. Z. 

Correspondence to: Cao, L., China West Normal University, China. E-mail：
caolei115@163.com  

O explore the effect of problem-based learning on student problem-

solving skills, this study conducted a meta-analysis of 34 experimental 

or quasi-experimental studies in China and other countries and tried to an-

swer the following questions: 1) Compared with traditional teaching methods, 

does problem-based learning affect student problem-solving skills more sig-

nificantly? 2) In problem-based learning, how do the education levels, teach-

ing periods, disciplines, teaching settings, and assessment tools impact stu-

dent problem-solving skills? 

The results of the study: 

The random effect model is used to aggregate the effect indicators, 

and the combined effect size of problem-based learning on student problem-

solving skills is 0.66, the 95% confidence interval is 0.46 - 0.87, and p < 0.05, 

indicating that the research has reached a statistically significant level, and 

that the overall effect of problem-based learning on student problem-solving 

skills is at a moderately high level. 

Detailed analyses: 

As students at different education levels have different cognitive char-

acteristics, this study analyzes four groups of students from elementary 

school, junior secondary school, senior secondary school, and university, and 

finds that the combined effect size is 0.47, 0.84, 1.27, and 0.45 for elemen-

tary school, junior secondary school, senior secondary school, and university 

students respectively. The combined effect values at different education lev-

els are all positive, indicating that problem-based learning has a positive im-

pact on students at all stages. The effect is the most significant on senior sec-

ondary school students, and weaker on elementary school and university stu-

dents and above. 

In terms of education periods, the effect size is 0.62, 1.01, and 0.59 

for 0-2 months, 2-4 months, and more than 4 months respectively. Problem-

based learning has a positive effect on student’s problem-solving skills in all 

the three periods. The effect is most remarkable when the education period is 

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mailto:caolei115@163.com


 

BECE, Vol.10, No.1, 2022 1347 

controlled in 2-4 months, and the effect is relatively weak in 0-2 months or 

for more than 4 months. 

From the perspective of disciplines, the effect size is 1.18 for Mathe-

matics, 1.05 for Nursing, 0.78 for Chemistry, 0.76 for Sports, 0.57 for Phys-

ics, 0.51 for Science, 0.48 for Robots, 0.28 for Education, and 0.42 for others, 

indicating that problem-based learning has the most significant positive ef-

fect in mathematics, physics, chemistry, nursing, and sports, while its effect 

in education and other subjects is relatively weak. 

This study involves three types of teaching settings, that is, ordinary 

classrooms, laboratories, mixed indoor and outdoor locations. The combined 

effect size is 0.72 in ordinary classrooms, the 0.44 in laboratories, and 0.67 in 

mixed indoor and outdoor locations. It shows that the implementation of 

problem-based learning in ordinary classrooms has the greatest positive ef-

fect on students' problem-solving skills. 

From the perspective of assessment tools, the study divides the litera-

ture sample into three categories by questionnaire method, self-diagnostic 

tests, and teacher-made objective assessments. The effect size is 0.91, 0.38 

and 0.82 respectively. A student problem-solving skill has nothing to do with 

assessment tools, but the results obtained by different assessment tools differ. 

Based on analysis results, the research puts forward the following 

suggestions: i) Design problem-based learning according to students’ cogni-

tive characteristics at different education levels. ii) Optimize the application 

of problem-based learning in various disciplines, iii) Incorporate virtual 

technology and diversify the teaching settings. iv) Integrate multiple assess-

ment methods and tools. 

 

Source: Open Education Research, 2021; 27(5):91-98.