Flipped Classrooms Versus Traditional Classrooms: A Meta-Analysis on Student Achievement in Higher Education

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-9 - Meta-Analysis in Education: Innovative Methods and Applications

Abstract

Many studies have been conducted on the impact of the flipped classroom on student achievement in higher education compared to the traditional lecture. The results are difficult to generalize due to the relatively small and limited samples. Combined are all the studies conducted between 2000 and 2017 and analyzed into one number to show the overall average effect. This big picture does not just count studies that find a higher effect in one direction or the other but takes into account the number of participants and the size of the effect. This doctoral dissertation is the first true systematic review and meta-analysis that measures the impact of the flipped classroom model of blended learning on student achievement in higher education.

Authors

• Carol Sparkes, Thompson Rivers University

• Robert M. Bernard, Concordia University