Is project-based learning effective among kindergarten and elementary students? A systematic review
EntityUAM. Departamento de Psicología Básica; UAM. Departamento de Psicología Evolutiva y de la Educación
10.1371/journal.pone.0249627Plos One 16.4 (2021): e0249627
Rights© 2021 by the authors
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementary students. We also examined the quality of studies, their compliance with basic prerequisites for a successful result, and their fidelity towards the key elements of PBL intervention. For this objective, we conducted a literature search in January 2020. The inclusion criteria for the review required that studies followed a pre-post design with control group and measured quantitatively the impact of PBL on content knowledge of students. The final sample included eleven articles comprising data from 722 students. The studies yielded inconclusive results, had important methodological flaws, and reported insufficient or no information about important aspects of the materials, procedure and key requirements from students and instructors to guarantee the success of PjBL. Educational implications of these results are discussed.
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