C G Conacher, B W Watson, F F Bauer
Gradient boosted regression as a tool to reveal key drivers of temporal dynamics in a synthetic yeast community
FEMS microbiology ecology
metaanalysis two aims address main effects problem based learning two categories outcomes knowledge skills b address potential moderators effect problem based learning selected 43 articles met criteria inclusion empirical studies problem based learning tertiary education conducted reallife classrooms review reveals robust positive effect pbl skills students shown vote count well combined effect size also single study reported negative effects tendency negative results discerned considering effect pbl knowledge students combined effect size significantly negative however result strongly influenced two studies vote count reach significant level concluded combined effect size effect knowledge nonrobust possible moderators pbl effects methodological factors expertiselevel students retention period type assessment method investigated moderator analysis shows knowledge skillsrelated outcomes expertiselevel student associated variation effect sizes nevertheless results skills give consistent positive picture knowledgerelated outcomes results suggest differences encountered first second year disappear later last remarkable finding related retention period students pbl gained slightly less knowledge remember acquired knowledge