On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis

Abstract

Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.

Flipped Classroom Approach of Teaching Chemistry in Higher Education

“…Numerous studies have shown the advantages of using the flipped course approach in several disciplines, such as Hew et al's second-order meta-analysis of flipped classroom usage across subjects found that the flipped classroom approach improved overall academic performance compared to traditional non-flipped classrooms [25]. In a similar context, according to a systematic review performed by Akçayır and Akçayır, a reverse course leads to positive academic outcomes because it encourages improvement in student learning (e.g., enhanced motivation to learn, positive student attitudes) [26].…”

Does inquiry-based learning model improve learning outcomes A second-order meta-analysis

“…The sampling sizes included in this study are considered large enough for meta-analysis. A similar approach is used in second-order meta-analysis research (Hew et al, 2021;Tamim et. al, 2011;Young, 2017).…”

Analysis of Constructivist Learning Model’s Effects on Student Outcomes: A Second Order Meta-Analysis

“…Tamim et al (2011) and Young (2017) used a similar coding process and acceptances in their second-order meta-analysis study in which they analyzed the technology-supported education's effects on learning outcomes. Similarly, Hew et al (2021) used coding and acceptances in their second-order meta-analysis study focusing on analyzing flipped classroom practice's effects in different disciplines. This study uses Hedge's g impact size in line with this information.…”