A Meta-Analysis on the Effect of Flipped Instruction on K–12 Students' Academic Achievement

• In Event: 63.082 - The Big Picture of Ed Tech: National and International Studies and Reviews

Abstract

This proposal examines the effect of the flipped instruction on K-12 students’ academic achievement. Based on the 25 empirical studies that accord with the inclusion/exclusion criteria, this study reveals that the weighted effect size of FI model is more effective (SE=.56, SE=. 0782, 95% CI= [0.40, 0.71] in the random-effect model), although there are multiple evidences for publication bias. Meanwhile, this meta-analysis conducts the effect-size homogeneity and finds that there is high variation among the effect sizes. The mixed-effects ANOVA-like moderator analysis shows that different subject areas, contexts, and publication types significantly moderate the effect of flipped instruction. Finally, implications for enhancing the effect of flipped instruction is discussed in this proposal.

Authors

• Gang Zhu, East China Normal University

• Christopher Glen Thompson, Texas A&M University - College Station

• Mario I Suárez, Utah State University

• Zhengmei Peng, East China Normal University