Flipped learning has a medium positive effect on students' academic achievement in Turkish experimental studies after publication-bias correction (Hedges's g = 0.713)¶
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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? After publication-bias correction, the effect of the flipped learning model on students' success is medium (Hedges's g = 0.713). → Aydin 2021
Evidence¶
Aydin 2021¶
Aydin, M., Okmen, B., Sahin, S., & Kilic, A. (2021). The Meta-Analysis of the Studies About the Effects of Flipped Learning on Students' Achievement. Turkish Online Journal of Distance Education-TOJDE, 22(1), Article 3. https://eric.ed.gov/?id=EJ1283687
q3 · i? · quant-synthesis · r2
Meta-analysis of 25 Turkish studies (28 datasets) using CMA software and a random effects model; the final effect size of g = 0.713 was obtained after Duval and Tweedie's trim and fill correction, which the authors describe as "the medium level effect size".
"After analysis was conducted based on the random effects model, it was determined that the effect of the flipped learning model on students' success is medium (Hedge's g=0.713) as a result of additional analysis being conducted based on publication bias."
Discussion¶
Related Claims¶
- 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 — related
- Publication bias is present in the Turkish flipped learning literature, and correcting it lowers the pooled effect from 0.895 to 0.713 — possibly the same claim (merge candidate)
- Flipped classroom interventions show no reliable average gain in student satisfaction after bias correction — related
- Across 28 datasets, the pooled effect of flipped learning on success is positive and statistically significant, with 20 of 28 individual datasets significant — related
- Formative assessment interventions have a significant positive effect on student learning in Turkish experimental studies (random-effects g = .72) — related
- Student-centered methods have an overall positive and high-level effect on academic success in Turkish language instruction — related
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