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Problem-based learning in secondary education: evaluation by an experiment

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  • Kristof De Witte
  • Nicky Rogge

Abstract

The effectiveness of problem-based learning (PBL) in terms of increasing students’ educational attainments has been extensively studied for higher education students and in nonexperimental settings. This paper tests the effectiveness of PBL as an alternative instruction method in secondary education. In a controlled experiment at the class level, we estimate its effect on tested student attainments, on perceived student attainments, on autonomous and controlled motivation, and on class atmosphere. The outcomes indicate a significant positive effect on student achievements, a significant positive effect on motivation, and a significant positive effect on class atmosphere.

Suggested Citation

  • Kristof De Witte & Nicky Rogge, 2016. "Problem-based learning in secondary education: evaluation by an experiment," Education Economics, Taylor & Francis Journals, vol. 24(1), pages 58-82, February.
    • Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:58-82
    DOI: 10.1080/09645292.2014.966061
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    References listed on IDEAS

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    1. Nan L. Maxwell & John R. Mergendoller & Yolanda Bellisimo, 2005. "Problem-Based Learning and High School Macroeconomics: A Comparative Study of Instructional Methods," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(4), pages 315-329, October.
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