Effect sizes for the flipped classroom are higher in humanities studies than in STEM, but the difference should not be given too much weight¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Discipline is a statistically significant moderator (Q = 8.06, p < .05), driven by humanities (g = 0.54) versus STEM (g = 0.32). → Torstein Låg 2019 q3 i? In meta-regression including all moderators, the effect of discipline falls below the level of significance. → Torstein Låg 2019 (2)

Evidence¶

Torstein Låg 2019¶

Torstein Låg, Rannveig Grøm Sæle. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. https://doi.org/10.1177/2332858419870489

q3 · i? · quant-synthesis · r3

Subgroup analysis of continuous-learning outcomes across STEM (k = 159), M/H (52), SS (33), and HUM (28). The article reports humanities g = 0.54 versus STEM g = 0.32, with Q = 8.06, p < .05.

"The effect of discipline was statistically significant (Q = 8.06, p < .05) because of the difference in effect size between the humanities (Hedges' g = 0.54) and the STEM disciplines (Hedges' g = 0.32)."

Torstein Låg 2019 (2)¶

Torstein Låg, Rannveig Grøm Sæle. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. https://doi.org/10.1177/2332858419870489

q3 · i? · quant-synthesis · r3

Meta-regression with discipline, preparation testing, social activity, group equivalence, assessment quality, teachers, sample size, and publication year entered jointly. The article reports discipline no longer significant and notes most CIs around discipline estimates overlap.

"When all the moderators are included in the same analysis, the effect of discipline falls below the level of significance."

Discussion¶

Related Claims¶

• Discipline significantly moderates the effects of educational robotics on STEM learning, with larger effects in technology and cross-disciplinary contexts than in science and mathematics — related
• Differences in AI-supported instruction effects across STEM disciplines are not statistically significant — related
• In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
• Flipped classroom interventions produce a small positive effect on continuous learning outcomes, around one fifth of a standard deviation after correcting for small-study bias — related
• STEM education with 7E instruction, flipped learning, problem-based learning or technology-enhanced learning showed no significant effect on learning achievement — reports the opposite
• The social nature of learning activities shows no detectable moderating effect on flipped classroom learning gains — related
• Publication year significantly moderates flipped classroom effect sizes in meta-regression — related