Flipped classroom improves cooperation and communication skills (pooled RR 1.60)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? FC students showed significantly higher cooperative communication ability than LBL students, with a pooled RR of 1.60 (95% CI 1.28–2.01) under a random-effects model; no standardized effect size was printed. → Zheng Hui 2026

Evidence¶

Zheng Hui 2026¶

Zheng Hui, Ouyang Yun, Zeng Yifei, He Xinyu, Song Liping, Yu Xiangyuan. (2026). Systematic evaluation of the teaching effectiveness of flipped classroom mode in undergraduate preventive medicine courses in China. Frontiers in Public Health. https://doi.org/10.3389/fpubh.2026.1896815

q3 · i? · quant-synthesis · r2

Meta-analysis of 8 studies comparing collaborative communication skills; substantial heterogeneity (I2 = 70.5%, p = 0.001) led to a random-effects model. Begg’s test found no significant publication bias (P = 0.063). The article prints no standardized effect size for this finding.

"the cooperative communication ability of students in the FC group was significantly higher than that in the LBL group, with a pooled RR of 1.60 (95% CI: 1.28–2.01)"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it
• Communication Skills — outcome: instruction changes it

Related Claims¶

• Flipped classroom improves independent learning and thinking ability (pooled RR 1.51) — related
• Flipped classroom improves problem analysis and solving ability (pooled RR 1.47) — related
• Flipped classroom increases learning interest (pooled RR 1.42) but this pooled estimate shows significant publication bias — related
• Flipped classroom improves teacher-student interaction (pooled RR 1.35), based on few studies — related
• Collaborative problem-solving significantly improves students' critical thinking overall (ES = 0.82) — related