Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students’ academic achievement

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session and Business Meeting

Abstract

The overall effect of flipped instruction on K-12 students’ academic achievement is largely unknown, still less the effect across subject areas and grade levels. A meta-analysis based on four synthesized aspects of flipped instruction research was conducted using robust variance estimation. Based on 53 effects from 27 empirical studies, a weighted average effect of d*= 0.54 indicated that flipped instruction had a moderate advantage in promoting students’ academic achievement compared to traditional classroom instruction. Publication bias was revealed. Given the large unconditional heterogeneity, mixed-effects analyses using study characteristics as moderators was conducted. Mixed statistical significance of the moderator results as well as implications for enhancing flipped instruction in K-12 schools are discussed.

Author

• Gang Zhu, East China Normal University