Is Flipped Learning Effective on K–12 Students? Evidence From a Meta-Analysis

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division H - Research, Evaluation and Assessment in Schools Virtual Poster Session

Abstract

Flipped learning (FL) in K-12 classrooms is growing in popularity. However, several studies reflect inconsistent findings on the effects of FL. Therefore, this meta-analysis aims to synthesize the wide effects of FL on K-12 students. All included studies (k = 48) in present meta-analysis have revealed that FL can significantly improve K-12 students’ performance (g = 0.79, p< .001), particularly in the cognitive domain (g = 0.98, p<.001). The testing of moderators provided evidence to identify that the significant factors affecting the impact of FL on student performance included media type, region, educational level, discipline, experiment design, teacher equivalence, and publication year. We provide valuable recommendations for future research and practice effective FL approaches in K-12.

Authors

• Xv Liu, Hunan Normal University
  Non-Presenting Author

• Shuqin Li, Hunan Normal University
  Presenting Author

• Wenke Fu
  Non-Presenting Author