Problem-Based Learning and Academic Achievement in STEM Education: A Systematic Review and Meta-Analysis

In this meta-analysis, the goal was to look at how Problem-Based Learning (PBL) impacted the comprehension and performance levels of students in different STEM subject areas. The analysis consisted of 13 peer-reviewed studies that were published between 2022 and 2025, as well as a review of the data using a random effects model. The review followed PRISMA guidelines for study identification, screening, eligibility assessment, and inclusion. The pooled effect size was large (Hedges' g = 1.21; 95% CI [0.80, 1.62]), suggesting that PBL produces a more significant improvement in learning outcomes than traditional teaching methods. There was also a high level of heterogeneity across studies (I² = 84.6%), which resulted from differences among study designs, disciplines and settings. The three disciplines with the largest improvement as a result of PBL were nursing, pharmacy, and biochemistry, suggesting that PBL is most effective when used with hands-on or laboratory experience. Low levels of publication bias were evident in the funnel plot analysis, lending to the credibility for the findings. Overall, the results from this study show that PBL positively impacts both understanding (improved) and significantly helps students develop critical thinking and/or problem-solving skills as well as support the growing population of student self-directed learners. PBL should always be incorporated into all areas of STEM curriculum and be further supported by appropriate teacher training and policies at the institutional level, this practice could lead to increased student interest and achievement in 21st century education.

Problem-Based Learning, STEM education, meta-analysis, academic achievement, active learning

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