Study type, educational level, and year do not significantly moderate the effect of flipped learning on success¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Homogeneity tests show no statistically significant difference between groups by educational level (Q=0.377), study type (Q=0.590), or year (Q=4.598), all p>0.05. → 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

Moderator (homogeneity) analysis of the 28 datasets: subgroups were associate/undergraduate (n=19) versus primary/secondary/high school (n=9), article (14) versus thesis (14), and years 2016-2018; none reached significance.

"According to the results of the homogeneity test in Table 5, there is no statistically significant difference between groups according to the level of education (Q=0.377, p>0.05), study type (Q=0.590, p>0.05), and year of the study (Q=4.598, p>0.05)."

Discussion¶

Related Claims¶

• Flipped classroom effects do not differ significantly between theoretical and practical knowledge, though practical knowledge shows a slightly larger effect — related
• Included flipped classroom studies show substantial heterogeneity, requiring a random-effects model — related