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)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Across 44 studies (n = 7813), academic performance was better in the flipped class method of learning than in traditional class learning, with a moderate standardised mean difference of 0.57 but very high heterogeneity. → Naing 2023

Evidence¶

Naing 2023¶

Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19, e1339. https://doi.org/10.1002/cl2.1339

q3 · i2 · quant-synthesis · r3

Random-effects inverse-variance meta-analysis of 44 studies (n = 7813) comparing flipped classroom with traditional lecture-based classes on examination scores/grades. The review reports "better academic performance in the flipped class method of learning" with SMD = 0.57 (95% CI 0.25 to 0.90), I² = 98%.

"Based on overall average effect sizes, there was better academic performance in the flipped class method of learning compared to traditional class learning (standardised mean difference [SMD] = 0.57, 95% confidence interval [CI] = 0.25 to 0.90, τ 2: 1.16; I 2: 98%; p < 0.00001, 44 studies, n = 7813)."

Studies bearing on this claim¶

Does a flipped course raise academic performance over the same course taught by lecture? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 5 distinct studies (3 quant-synthesis, 1 causal, 1 review), q2–q3, 3 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty — a narrower finding that bears on this claim
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — related
• Only a minority of flipped-classroom studies in health professional education are RCTs, and risk of bias in non-randomised studies is high — related
• The AI-enhanced flipped classroom raises post-class assignment accuracy over the traditional classroom, an advantage the standard flipped classroom did not show — a narrower finding that bears on this claim
• The AI-enhanced flipped classroom improves comprehensive assessment and pre-class preparation/PPT quality over the flipped classroom, but not in-class presentation performance or professional knowledge mastery — a narrower finding that bears on this claim
• Both flipped and AI-enhanced flipped classrooms achieve higher in-class question accuracy than the traditional classroom — related
• Time-on-task is frequently unequal across compared conditions, with active learning conditions typically requiring more home time — related
• Blended Learning Improves Outcomes — related