TITLE:
Impact of the Flipped Classroom on Students’ Learning Performance via Meta-Analysis
AUTHORS:
Mingming Shao, Xiaohong Liu
KEYWORDS:
Flipped Classroom, Meta-Analysis, Learning Performance, Quasi-Experiment, Subgroup Analysis
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.9 No.9,
September
2,
2021
ABSTRACT: The flipped classroom is a teaching strategy
that reconstructs conventional teaching methods and pays attention to students’
active learning. Recently, there have been many studies comparing the effects
of flipped and traditional classrooms on students’ learning outcomes, but which
is more suitable remains an open issue. This study explored the effect of flipped
classrooms on student learning performance compared to traditional classrooms
via meta-analysis. Using predefined eligibility criteria to screen the
literature, WoS databases were searched for the relevant articles, and 63
experimental articles were included in the meta-analysis. STATA was used to conduct the current meta-analysis. The results indicated that the
flipped classroom can improve students’ academic performance. The subgroup
analysis showed that the heterogeneity of each subgroup was relatively large,
and the sensitivity analysis found that the source of heterogeneity might be
caused by the different experimental designs and the specific implementations
of the flipped classrooms. The results provide a broad perspective for
educators to implement flipped classrooms in the future.