SynthesisFrontiers in psychology2026
Can project-based learning improve students' mathematics learning outcomes: a three-level meta-analysis.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Authors and funding
3 authors.
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Abstract
Against the backdrop of the worldwide shift toward competency-driven basic education reform, project-based learning (PBL) is widely recognized for its student-centered design and authentic problem-solving approach. Empirical evidence on the effectiveness of Mathematics PBL is highly varied; traditional meta-analysis often fails to properly address nested data structures. This study conducted a three-level meta-analysis spanning the past 20 years, a total of 35 eligible studies were included. In the primary meta-analytic model, two statistically outlying studies were identified and excluded based on Cook's distance. Ultimately, 33 studies with 84 effect sizes were incorporated into the main effect analysis.to comprehensively quantify PBL's impact on students' mathematical achievement. The results indicated a significant overall effect size for PBL (Cohen's Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD420251105265, identifier CRD420251105265.
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