The Effectiveness of Student-Centered, Problem-Driven Learning Methods for Self-Regulated Learning: What Works and for Whom?

This meta-analysis and systematic review examine the impact of the student-centered, problem-driven learning methods problem-based learning (PBL) and project-based learning (PjBL) on students’ self-regulated learning (SRL) skills and self-directed learning (SDL) readiness. Although it is often believed that problem-driven learning can help support the development of SRL and SDL skills, these skills are also considered prerequisites for successful learning in such environments. A total of 58 papers were eligible for inclusion in the meta-analysis reporting results on 69 subsamples; 42 papers were included in the systematic review. The meta-analysis revealed a positive, moderate effect of problem-driven learning on students’ SRL and SDL (d = 0.551). The systematic review showed some indications that students’ motivation, such as self-efficacy and interest- and utility-driven motivation, can positively affect students’ SRL. Furthermore, results from the meta-analysis and the systematic review suggested that the teacher and group dynamics can affect SRL and SDL in problem-driven learning. The presence of teacher feedback resulted in a greater effect of problem-driven learning on students’ SRL and SDL. Our study underscores the moderately beneficial impact of PBL and PjBL on SRL and SDL, emphasizing the importance of managing student-directedness and teacher support.