Flipped classroom shows significant positive effects across class sizes, with the largest reported effect for medium-sized classes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Effects were positive and significant for small, medium, and large classes (Z = 9.344, p = 0.000), with no significant between-group difference (QBET = 3.286, p = 0.193); the text reports the medium-sized effect as largest (SMD = 0.81). → Zhang 2021

Evidence¶

Zhang 2021¶

Zhang, Q., Cheung, E.S.T., & Cheung, C.S.T. (2021). The impact of flipped classroom on college students’ academic performance: A meta-analysis based on 20 experimental studies. Science Insights Education Frontiers, 8(2):1059-1080. https://doi.org/10.15354/sief.21.re019

q3 · i2 · quant-synthesis · r2

Moderator analysis of class size (Table 4) across the included studies. The article's text reports printed effect sizes of SMD = 0.52 (small), SMD = 0.66 (large), and SMD = 0.81 (medium) as most affected; Table 4 itself lists Small = 0.81 and Medium = 0.52, an internal inconsistency in the article.

"the combined effect size of small-sized classes (SMD = 0.52), the combined effect size of large-sized classes (SMD = 0.66), and the co m-bined effect size of medium-sized classes (SMD = 0.81)."

Discussion¶

Related Claims¶

• Flipped classroom effects do not differ significantly between theoretical and practical knowledge, though practical knowledge shows a slightly larger effect — related
• Flipped classroom effects differ by subject type, favoring science (SMD = 0.75) and liberal arts (SMD = 0.72) over engineering (SMD = 0.34) — related
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — related
• In one reviewed study, flipped classrooms using AI tools raised cognitive and emotional engagement but behavioral engagement showed no significant difference from traditional methods — related
• Cohorts taught with the flipped classroom earned significantly higher average grades than earlier cohorts taught traditionally, in a non-equivalent-groups comparison — related
• In a low-certainty meta-analysis of 44 studies with very high heterogeneity (I² = 98%), undergraduate health professional students in flipped classes score higher than those in traditional classes (SMD = 0.57) — related
• Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — related
• Stratified teaching has a larger effect in medium-size classes (SMD = 0.64) than in large classes (SMD = 0.44) — related