An Analysis of Master`s and Doctoral Theses on Problem-Based Learning Conducted Abroad Between 2014 and 2023

Authors : Selin Okur, Zeliha Nurdan Baysal

Pages : 625-645

Doi:10.19171/uefad.1596823

View : 140 | Download : 243

Publication Date : 2025-12-27

Article Type : Research Paper

Abstract :The aim of this study is to analyze the postgraduate theses focusing on Problem-Based Learning conducted abroad between 2014 and 2023. The document analysis method was employed in this research. Studies on Problem-Based Learning were evaluated based on the following criteria: academic level, year of publication, research purpose, subject area, research design, study population/sample, data collection instruments, data analysis techniques and key findings. Fifty-seven theses meeting these criteria were selected through criterion sampling, and the data obtained were analyzed using content analysis. According to the findings, most of the theses were published in 2014, and doctoral theses outnumbered master\\\'s theses during the ten-year period. In general, the effects of the Problem-Based Learning approach on variables such as motivation, attitude, perception, self-orientation, self-efficacy, anxiety levels, and academic achievement were predominantly investigated. Mathematics emerged as the most frequently studied subject area. When the theses were analyzed, it was found that the majority adopted mixed methods design, most samples consisted of secondary school students, and questionnaires were the most commonly used data collection instruments. It was concluded that relatively few studies have been conducted on subjects such as Citizenship and Geography. The number of theses using school administrators or academics as the study population was limited. Content analysis and t-tests were among the most frequently employed data analysis techniques. There are various theses highlighting that this approach has a positive effect on motivation, attitude, perception, self-orientation, self-efficacy and anxiety level after academic achievement, but has no significant effect on motivation, attitude, perception, self-orientation, self-efficacy and anxiety level, skills, academic achievement. While several theses reported that the Problem-Based Learning approach had positive effects on motivation, attitude, perception, self-orientation, self-efficacy, anxiety levels, and academic achievement, others found no statistically significant effects on these variables.
Keywords : Probleme dayalı öğrenme, Yüksek lisans, Doktora, Tez

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