Flipped classroom effects differ by subject type, favoring science (SMD = 0.75) and liberal arts (SMD = 0.72) over engineering (SMD = 0.34)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The between-group test showed flipped classroom has different effects across liberal arts, science, and engineering (QBET p = 0.008), with science highest (SMD = 0.75) and engineering lowest (SMD = 0.34). → 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 across the 20 included studies (Table 2): between-group effect test p = 0.008 (p < 0.05), indicating flipped classroom "has di f-ferent effects on the learning of different subject types"; combined effect size test Z = 8.733, p = 0.000. Printed effect sizes: SMD = 0.75 (science), SMD = 0.72 (liberal arts), SMD = 0.34 (engineering).

"engineering had a combined effect size of 0.34, liberal arts had a co m-bined effect size of 0.72, and science had a combined effect size of 0.75, and its co m-bined effect size was ranked as follows: science > liberal arts > engineering."

Discussion¶

Related Claims¶

• Flipped classroom shows significant positive effects across class sizes, with the largest reported effect for medium-sized classes — related
• Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — a broader claim this one bears on
• MOOC video styles cluster by discipline: humanities/arts favor speaker-centric, science/engineering favor board-centric — related
• The social nature of learning activities shows no detectable moderating effect on flipped classroom learning gains — related