Across 28 datasets, the pooled effect of flipped learning on success is positive and statistically significant, with 20 of 28 individual datasets significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In all 28 datasets the relationship between flipped learning and success is positive, and in 20 of these it is statistically significant (p<0.05). → Aydin 2021 q3 i? The pooled effect size is 0.895 under the random effects model as printed in the findings text. → 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 · r3

Findings from the random effects model analysis of 28 datasets from 25 studies; the text reports the relationship between success and flipped learning is positive in all 28 datasets and statistically significant in 20 of them (p<0.05).

"According to the fixed effects model, the value of effect sizes between the flipped learning model and success is 1.068, while it is 0.895 according to the random effects model. Both effect sizes are positive, at high levels, and statistically significant (p<0.05)."

Discussion¶

Related Claims¶

• Publication bias is present in the Turkish flipped learning literature, and correcting it lowers the pooled effect from 0.895 to 0.713 — 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
• Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — related