Meta-Analysis of the Impact of the PjBL Learning Model on Student Academic Achievement: Analysis of Combined Effects and Heterogeneity

Abstract

In the contemporary landscape of educational research, there is a burgeoning interest in evaluating the effectiveness of innovative pedagogical approaches like Project-based Learning (PjBL) vis-à-vis traditional methods. This study aims to expand on this discourse by conducting further examinations to ascertain the efficacy of the PjBL model in enhancing student academic achievement. Additionally, it seeks to delve into the heterogeneity of factors that influence its effectiveness, recognizing the significance of contextual variations in educational outcomes. Utilizing a robust research methodology, this study employs a group contrast meta-analysis to scrutinize 26 primary studies meeting predefined inclusion criteria. The findings of the analysis underscore a substantial positive impact of the PjBL model on academic achievement. Employing a random-effect approach, the combined effect value of 1.77 signifies a significant effect size, affirming the pivotal role of the PjBL model in augmenting student learning outcomes. Moreover, the heterogeneity analysis elucidates moderator variables including experimental class ability, educational level, and dissemination year. This nuanced exploration reveals the multifaceted nature of factors influencing the effectiveness of the PjBL model. It underscores the adaptability and efficacy of the PjBL model across diverse educational contexts and student demographics.