Testing student preparation is associated with slightly higher learning gains in flipped classroom implementations¶

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

Subclaims¶

q3 i? In meta-regression, test of preparation is a significant predictor (p = .01) of learning effect sizes. → Torstein Låg 2019 q3 i? In subgroup analysis, interventions testing preparation show g = 0.40 versus g = 0.31 without, marginally significant (p = .051). → 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 · i? · quant-synthesis · r3

Meta-regression across all continuous-learning studies with moderators entered jointly. The article reports test of preparation "is now significant (p = .01)" with coefficient 0.12 [0.02, 0.22], and links it to retrieval practice and motivational effects of testing.

"Test of preparation, which was marginally significant in the subgroup analysis, is now significant (p = .01)."

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 · i? · quant-synthesis · r3

Subgroup analysis of continuous-learning outcomes (k = 140 with preparation testing, k = 132 without). The article reports g = 0.40 versus 0.31 with Q = 3.8, p = .051, a marginally significant difference.

"the summary effect size was higher (Hedges' g = 0.40) in interventions that tested preparation compared with interventions that did not (Hedges' g = 0.31), this difference was only marginally statistically significant (Q = 3.8, p = .051)"

Discussion¶

Related Claims¶

• Flipped classroom effects do not differ significantly between theoretical and practical knowledge, though practical knowledge shows a slightly larger effect — related
• 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
• The social nature of learning activities shows no detectable moderating effect on flipped classroom learning gains — related
• Smaller, underpowered studies report larger flipped classroom effect sizes, indicating small-study and publication bias — related
• The AI-enhanced flipped classroom improves comprehensive assessment and pre-class preparation/PPT quality over the flipped classroom, but not in-class presentation performance or professional knowledge mastery — related