Flipped classroom interventions produce a small positive effect on continuous learning outcomes, around one fifth of a standard deviation after correcting for small-study bias¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The initial meta-analytic estimate for continuous-learning outcomes is Hedges' g = 0.35 in favor of the flipped classroom (k = 272). → Torstein Låg 2019 q3 i1 Restricting to studies with 80% power yields g = 0.24, and trim-and-fill yields 0.17, suggesting a true effect around one fifth of a standard deviation. → Torstein Låg 2019 (2)

Evidence¶

Torstein Låg 2019¶

Torstein Låg, Rannveig Grøm Sæle. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. https://doi.org/10.1177/2332858419870489

q3 · i1 · quant-synthesis · r3

Random-effects meta-analysis of 272 samples comparing flipped classroom with traditional teaching on exam scores, test scores, or grades. The article reports "Hedges' g) of 0.35" with Z = 14.68, p < .001, and notes this is probably an overestimate due to smaller studies.

"the overall mean effect size for the continuous-learning outcomes was a standardized mean difference (Hedges' g) of 0.35 (95% confidence interval [CI] [0.31, 0.40], Z = 14.68, p < .001, k = 272)"

Torstein Låg 2019 (2)¶

Torstein Låg, Rannveig Grøm Sæle. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. https://doi.org/10.1177/2332858419870489

q3 · i1 · quant-synthesis · r3

Sensitivity analyses restricting to powered studies (total sample size larger than 174, k = 90) gave g = 0.24; the article states "A trim-and-fill adjustment yields an estimate of 0.17", suggesting a true effect near one fifth of a standard deviation.

"A trim-and-fill adjustment yields an estimate of 0.17 [0.12, 0.22]. Together, these adjustments suggest that the true weighted mean effect is somewhere around one fifth of a standard deviation."

Discussion¶

Related Claims¶

• Flipped classroom interventions show no reliable average gain in student satisfaction after bias correction — related
• Flipped learning has a medium positive effect on students' academic achievement in Turkish experimental studies after publication-bias correction (Hedges's g = 0.713) — related
• Smaller, underpowered studies report larger flipped classroom effect sizes, indicating small-study and publication bias — related
• Effect sizes for the flipped classroom are higher in humanities studies than in STEM, but the difference should not be given too much weight — related
• Testing student preparation is associated with slightly higher learning gains in flipped classroom implementations — related