The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 In a sensitivity analysis excluding eleven studies with imputed data, academic performance in the flipped class method remained better than traditional class learning (SMD = 0.54, 33 studies, n = 5924). → 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

Sensitivity analysis of the review's academic-performance meta-analysis, excluding eleven studies whose standard deviations were imputed. The pooled estimate remained positive and significant: "SMD = 0.54, 95% CI = 0.24 to 0.85", with I² = 97% and low certainty of evidence.

"In a sensitivity analysis that excluded eleven studies with imputed data from the original analysis of 44 studies, academic performance in the flipped class method of learning was better than traditional class learning (SMD = 0.54, 95% CI = 0.24 to 0.85, τ 2: 0.76; I 2: 97%; p < 0.00001, 33 studies, n = 5924); all being low certainty of evidence."

Discussion¶

Related Claims¶

• 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) — a broader claim this one bears on
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — related