Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2020 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Across 43 studies, the random effects model estimated an overall effect size of ES = 0.35 (95% CI 0.24 to 0.47), a small-to-medium effect favouring flipped classrooms. → 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 meta-analysis of 43 empirical studies of flipped classrooms in higher education published 2012–2017. The overall effect size was ES = 0.35 (95% CI = 0.24 to 0.47), described as "a medium effect in terms of the Cohen’s rule of thumb". Effect sizes were heterogeneous (Q[42] = 1022.9, p < 0.05, I2 = 96.0), justifying the random effects model.

"The overall effect size of flipped classrooms was 0.35, indicating that flipped classrooms had a medium effect in terms of the Cohen’s rule of thumb [68]."

Discussion¶

Related Claims¶

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