Moderating Variables of Flipped Classroom Effectiveness: A Meta-Analysis

• In Event: Higher Education and Teacher Preparation Perspectives on Technologies + Pedagogies

Abstract

The flipped classroom instructional strategy is deemed as a good way to structure learning experiences to improve student learning outcomes. This meta-analysis examined the effects of the flipped classroom on cognitive learning outcomes comparing to traditional classroom, in relation to several moderating variables. We identified 55 manuscripts with 115 effect size comparisons on student learning outcomes. The overall effect size was trivial to small effect size (g = 0.19; p < .001; with a 95% confidence interval of 0.11 to 0.27) favoring the flipped classroom treatment. We conducted moderator analysis with student groups, subject matter, study duration, and publication source. The effect sizes were significantly moderated by subject area (e.g., mathematics, social sciences, engineering, etc.).

Authors

• Li Cheng, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Pasha Antonenko, University of Florida