Flipped classroom effects do not differ significantly between theoretical and practical knowledge, though practical knowledge shows a slightly larger effect¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The inter-group test for knowledge type was not significant (p = 0.664), so no significant difference existed between theoretical (SMD = 0.63) and practical (SMD = 0.70) knowledge outcomes. → 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 · i? · quant-synthesis · r2
Moderator analysis of knowledge type across the included studies (Table 3): both theoretical (16 datasets, SMD = 0.63) and practical (12 datasets, SMD = 0.70) effects were positive and significant (Z = 8.137, p = 0.000), but the between-group difference was not significant. Equivalence was not formally tested beyond the QBET test.
"From the inter-group affect test results, p = 0.664 > 0.05, which did not reach the significant level. Therefore, no significant difference existed in the impact of flipped classroom on academic knowledge and practical performance."
Discussion¶
Related Claims¶
- Flipped classroom shows significant positive effects across class sizes, with the largest reported effect for medium-sized classes — related
- Study type, educational level, and year do not significantly moderate the effect of flipped learning on success — related
- Cohorts taught with the flipped classroom earned significantly higher average grades than earlier cohorts taught traditionally, in a non-equivalent-groups comparison — related
- Testing student preparation is associated with slightly higher learning gains in flipped classroom implementations — related
- Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — related
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