Flipped classroom effects are larger on affective and interpersonal outcomes than on cognitive outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In random effects subgroup analysis, affective outcomes had the largest effect (ES = 0.59), followed by interpersonal (ES = 0.53) and cognitive (ES = 0.24) outcomes. → Hwan Young Jang and Hye Jeong Kim 2020

Evidence¶

Hwan Young Jang and Hye Jeong Kim 2020¶

Hwan Young Jang and Hye Jeong Kim. (2020). A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education. Educ. Sci. 2020, 10, 115. https://doi.org/10.3390/educsci10040115

q3 · i1 · quant-synthesis · r3

Random effects categorical subgroup analysis across 218 effect sizes from 43 studies, reporting "affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24)" subtotals (Table 4: affective k = 39, cognitive k = 153, interpersonal k = 18).

"In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes."

Discussion¶

Related Claims¶

• Within the cognitive domain, flipped classrooms show the largest effects on understanding and achievement and a negative effect on evaluation — related
• Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related