Flipped classroom improves teacher-student interaction (pooled RR 1.35), based on few studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher-student interaction was significantly higher in the FC group than in the LBL group, with an RR of 1.35 (95% CI 1.10–1.66), pooled from only three studies with negligible heterogeneity; 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

q2 · i? · quant-synthesis · r2

Fixed-effects meta-analysis of 3 studies comparing teacher-student interaction; heterogeneity was negligible (I2 < 0.1%, p = 0.952). The article itself notes "the limited number of studies" underlying this estimate and prints no standardized effect size.

"teacher-student interaction in the FC group was significantly higher than that in the LBL group, with an RR of 1.35 (95% CI: 1.10–1.66). Due to the limited number of studies, the figure is not presented."

Discussion¶

Related Claims¶

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