Buck Institute for Education

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One result of the IES/WestED study of economics teachers is that PBE teachers were more satisfied with their teaching materials and methods than control group teachers The effect size was substantial (d=1.09) and statistically significant (p < .01), as highlighted in the graphic that appears below, from the final report of the study (p. 56). The study also showed an increase in students learning outcomes on a standardized test of economic literacy and a series of performance tasks, as shown here. Full citation: Finkelstein, N., Hanson, T., Huang, C.-W., Hirschman, B., and Huang, M. (2010). Effects of Problem Based Economics on high school economics instruction. (NCEE 2010-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Read more at the Buck Institute for Education website: http://www.bie.org/pbl_increases_teacher_satisfaction/