The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels

By Peter Strelan, A. Osborn, Edward Palmer. Educational Research and Reviews, 2020

447 citations recorded by the source corpus.

Abstract The Flipped Classroom design has arguably revolutionized teaching across the globe. In this article we report the first comprehensive meta-analysis of its effects on student performance, relative to traditional teaching models, across disciplines and education level. We included 198 studies comprising 33,678 students in our meta-analysis. There were 174 studies conducted at the tertiary level, 21 at secondary, and three at primary school level. Overall, the flipped classroom had a moderate positive effect (g = .50) on student performance. The flipped classroom was beneficial regardless of discipline, with effect sizes ranging from weak (i.e., for IT, g = 0.30; k = 14) to strong (i.e., for humanities, g = 0.98; k = 34). Testing of other moderators relating to group sizes, in-class activities, pre-class testing, and the sophistication of a flipped classroom design provide evidence to suggest that the primary contributing factor to the flipped classroom effect is the opportunity it provides for structured, active learning and problem-solving.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/04f17e1a1fe82942a795a7b3495612ff2cad754d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ali H. Al-Hoorie
2. Joseph P. Vitta
3. Thoralf Mildenberger
4. Claude Müller

In Media Technology

1. Joseph P. Vitta
2. Ali H. Al-Hoorie

Citations in the corpus

• The flipped classroom in second language learning: A meta-analysis (2020, background): “The subsuming of L2 studies under ‘humanities’ without further exploration (e.g. Strelan et al., 2020) does not fully account for the effectiveness of L2 flipped learning given the range of skills and competencies that underpin language learning.”
• Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “The flipped classroom approach has received special attention in the educational design of blended learning (Thai, De Wever, & Valcke, 2017), and this has proven effective (Strelan, Osborn, & Palmer, 2020), also in combination with blended learning (Baepler, Walker, & Driessen, 2014).”