Flipped classroom increases learning interest (pooled RR 1.42) but this pooled estimate shows significant publication bias¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? FC students showed significantly greater learning interest than LBL students (pooled RR 1.42, 95% CI 1.33–1.53), but Begg’s test detected significant publication bias for this outcome (P = 0.049). → 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 · r3

Fixed-effects meta-analysis of 10 studies (low heterogeneity, I2 = 13.7%) comparing learning interest in FC vs LBL, reporting "a pooled RR of 1.42 (95% CI: 1.33–1.53)"; no standardized effect size was printed, so no magnitude is coded. A second analysis found "significant publication bias was detected for learning interest (PBegg’s = 0.049)", suggesting possible overestimation.

"The results showed that the FC group had significantly greater learning interest than the LBL group, with a pooled RR of 1.42 (95% CI: 1.33–1.53), indicating that FC increased students’ learning interest by about 42%"

Discussion¶

Related Claims¶

• Flipped classroom improves cooperation and communication skills (pooled RR 1.60) — related
• Flipped classroom improves teacher-student interaction (pooled RR 1.35), based on few studies — related
• 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 significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — related
• Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related
• Flipped classrooms are associated with higher theoretical knowledge scores than lecture-based teaching in medical education (pooled SMD = 1.26), with very high heterogeneity — related
• Flipped classrooms are associated with improved case analysis/problem-solving ability in medical education (pooled SMD = 1.50), though statistical significance was not retained in all leave-one-out analyses — related