Blended Project-Based Learning (BPjBL) on Students' Achievement: A Meta-Analysis Study

Abstract

Although many studies have investigated whether blended project-based learning (BPjBL) is more effective in increasing student achievement compared to traditional learning models, previous research has shown inconsistent results. The aim of this research is to evaluate the impact of the BPjBL model on student learning achievement compared to traditional learning models. This study utilizes a group contrast meta-analysis approach by analyzing data from 13 primary studies that meet the inclusion criteria. The analysis results indicate that the use of the BPjBL model has a significant effect on student learning achievement with a combined effect size of 1.23 (large effect). Therefore, it can be concluded that the BPjBL model has a significant influence on student learning achievement compared to traditional learning models. Furthermore, the analysis based on moderator variables shows that the effect of the BPjBL model on student learning achievement differs based on educational level groups (Qb = 14.40; p < 0.05) and year of publication (Qb = 19.40; p < 0.05). However, there is no significant difference based on group sample size (Qb = 0.49; p > 0.05). The findings of this meta-analysis provide more accurate results in depicting the inconsistent variation in research effect sizes.