A First Principles of Instruction-based flipped approach produced greater student achievement in three of four high school subject areas¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lo et al. (2018) reported greater student achievements in the flipped courses in three of the four subject areas studied. → Yan Shen 2025

Evidence¶

Yan Shen 2025¶

Yan Shen, Dan Spencer, Jennifer Tagsold, Hyunsong Kim. (2025). Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10485-y

q2 · i? · theoretical · r2

Review's account of Lo et al.'s (2018) FC approach based on the First Principles of Instruction, applied in high school courses of four subject areas. The review reports "greater student achievements in the flipped courses in three of the four subject areas"; no effect size is printed and the result did not hold in one subject area.

"They reported greater student achievements in the flipped courses in three of the four subject areas, and attributed the results to self-paced learning of basic materials before class and group-based problem-solving activities during class."

Discussion¶

Related Claims¶

• Meta-analyses indicate the flipped classroom approach has a small effect on learning outcomes, which the authors attribute partly to varying design quality — related
• Better online learning outcomes in a flipped course tend to produce better in-class readiness, which further leads to better after-class performance and exam grades — related
• Blended Learning Improves Outcomes — related
• A blended/hybrid flipped calculus course with an FC Orientation module improved student learning performance and perceptions significantly over the traditional lecture format — a narrower finding that bears on this claim