本研究採後設分析法，探究台灣地區實施問題導向學習（problem-based learning [PBL]）對於學習成就表現、學習態度及問題解決能力之影響，與其可能的調節變項。根據本研究所訂定之篩選標準，最後共獲得24 篇研究、53 個效果量進行後設分析。在學習成就表現、學習態度與問題解決能力的調節變項分別為：學校層級、學科領域、測量工具與PBL 時間。研究結果顯示：PBL 於學習成就表現、學習態度及問題解決能力的區間估計均不包含0，表示PBL 的確具有成效；本研究在PBL 對學習成就表現之影響的合併的效果量為0.3676，對學習態度之影響的合併的效果量為0.2465，對問題解決能力之影響的合併的效果量為0.4761。儘管PBL 對於學習者的學習成就表現、學習態度及問題解決能力僅具有中低程度的提升效果，但仍能支持推動PBL 的重要性與必要性。

The purpose of this study was to explore the effectiveness on problem-based learning and potential moderator variables by applying meta-analysis method. According to the screening criteria of the study, 24 studies and 53 effect sizes were included. The potential moderator variables in learning achievement performance, learning attitude, and
problem-solving ability were school level, subject domain, measurement, and duration of PBL intervention. The result showed that PBL was effective in learning achievement performance (effect size: 0.3676), learning attitude (effect size: 0.2465), and problem-solving ability (effect size: 0.4761). Although PBL only had middle-low effectiveness, it was important and necessary to promote PBL.