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Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention
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Wijnen, Marit; Loyens, Sofie M. M.; Schaap, Lydia – Interactive Learning Environments, 2016
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study…
Descriptors: Problem Based Learning, Instructional Effectiveness, Learning, Retention (Psychology)