Within the cognitive domain, flipped classrooms show the largest effects on understanding and achievement and a negative effect on evaluation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Cognitive sub-outcomes ranked: understanding (ES = 0.60), achievement (ES = 0.59), synthesis (ES = 0.49), analysis (ES = 0.46), meta-cognition (ES = 0.26), application (ES = 0.25), knowledge (ES = 0.15), and evaluation (ES = −0.93). → 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 · r2

Random effects subgroup analysis by cognitive outcome across the 43 included studies, printing "understanding (ES= 0.60), achievement (ES= 0.59)" and other sub-outcome estimates. Evaluation rests on a single effect size (k = 1); knowledge is the largest category (k = 109, ES = 0.15).

"In the cognitive domain, understanding (ES= 0.60), achievement (ES= 0.59), synthesis (ES= 0.49), analysis (ES= 0.46), meta-cognition (ES = 0.26), application (ES = 0.25), knowledge (ES = 0.15), and evaluation (ES = −0.93) were in descending order of effect sizes."

Discussion¶

Related Claims¶

• Flipped classroom effects are larger on affective and interpersonal outcomes than on cognitive outcomes — related
• Flipped classrooms benefit students in STEM subjects such as chemistry, engineering, mathematics, and physics less than students in other subjects — related
• Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related