The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies
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Published
Apr 29, 2021
Abstract
The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students’ academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students’ academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: i) The flipped classroom positively affected college students’ academic performance, and the overall combined effect size was 0.66; ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.
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Keywords
Meta-Analysis, Flipped Classroom, Higher Education, Academic Performance, Effect Size
Supporting Agencies
This study was supported by the Jiangsu Province Educational Science “Thirteenth Five-Year Plan” 2016 “Teacher Development Special Project” (J-c/2016/03) (JSNU2015BZ12).
References
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Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of research. In ASEE national conference proceedings, Atlanta, GA, 30(9):1-18. http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011) Introduction to meta-analysis. John Wiley & Sons: Wiley. ISBN: 978-1-119-96437-7
Casasola,T., Nguyen,T., Warschauer, M., & Schenke, K.(2017). Can flipping the classroom work? Evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education, 29(3):421-435. https://files.eric.ed.gov/fulltext/EJ1150758.pdf
Cheng, X. (2019). The application of flipped classroom in college English listening and speaking teaching: An empirical study based on CET-SET-4 oral English training. Agriculture of Henan, 2019(9):22-25. [Chinese] DOI: https://doi.org/10.15904/j.cnki.hnny.2019.09.010
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1): 91-115. DOI: https://doi.org/10.9743/JEO.2015.1.5
Cui, Z., & Ning, Z. (2010). Quantitative literature review methods and meta-analysis. Statistics & Decision, 26(19):166-168. [Chinese] DOI: https://doi.org/10.13546/j.cnki.tjyjc.2010.19.003
Dong, J., & Guo, G. (2014). Using flipped classrooms to instigate teaching reforms, you open a new chapter in the deep integration of ICT-Records of innovative teaching model reforms in Changle No. 1 Middle School in Shandong Province. The Chinese Journal of ICT in Education, 20(14):3-6. [Chinese] https://www.cnki.com.cn/Article/CJFDTotal-JYXX201414001.htm
Fu, P. (2016). Research on the influencing factors of undergraduates’ professional learning investment in ordinary undergraduate universities. Dissertation; Nanchang University, 2016. [Chinese] DOI: https://doi.org/10.7666/d.D01054876
Gao, W. (2017). An empirical study of flipped classroom teaching method in college English teaching. Education Modernization, 4(47):228-229. [Chinese] DOI: https://doi.org/10.16541/j.cnki.2095-8420.2017.47.107
Glass, G.V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10): 3-8. DOI: https://doi.org/10.3102/0013189X005010003
Gloudeman, M.W., Shah-Manek, B., Wong, T. H., Vo, C., & Ip, E.J. (2018). Use of condensed videos in a flipped classroom for pharmaceutical calculations: student perceptions and academic performance. Currents in Pharmacy Teaching and Learning, 10(2):206-210. DOI: https://doi.org/10.1016/j.cptl.2017.10.001
Hamdan, N., & McKnight, P., McKnight, K., & Arfstrom, K. A. (2013). A review of flipped learning. Flipped Learning Network. https://www.researchgate.net/publication/338804273_Review_of_Flipped_Learning
He, K. (2014). From the essence of “flipped classroom” to see the future development of “flipped classroom” in my country. e-Education Research, 35(7):5-16. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2014.07.001
He, W. (2014). Flipped classroom and its teaching practice research. Dissertation; Henan Normal University. [Chinese] https://cdmd.cnki.com.cn/Article/CDMD-10476-1014381171.htm
Higgins, J.P., Thompson, S.G., Deeks, J.J., & Altman, D.G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414): 557-560. DOI: https://doi.org/10.1136/bmj.327.7414.557
Jang, H.Y., & Kim, H.J. (2020). A meta-analysis of the cognitive, affective, and interpersonal outcomes of flipped classrooms in higher education. Education Sciences, 10(4):115. DOI: https://doi.org/10.3390/educsci10040115
Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1):30-43. DOI: https://doi.org/10.2307/1183338
Li, N. (2018). Practical research on flipped classroom in high school chemistry teaching: Take Fuzhou Foreign Language School as an example. Dissertation; Fujian Normal University. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10394-1019147458.htm
Li, T., Pang, L., & Wang, Z. (2018). Research on the effect of flipped classroom teaching on students’ learning effect: Based on the meta-analysis of 37 experiments and quasi-experiments. e-Education Research, 39(5):99-107. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2018.05.015
Lipsey, M.W., & Wilson, D.B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage Publications. https://rogeriofvieira.com/wp-content/uploads/2016/05/Wilson.pdf
Liu, X. (2020). A study on the improvement of college students’ learning investment: Based on the perspective of psychological capital. Journal of Higher Education, 6(22):51-54. [Chinese] https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GJXK202022016&v=Asaq3V4j%25mmd2FnNSz%25mmd2BA2kalBZ7mxLVjDbSisU90jB5GeY3jLeFiHNPdngXCvcLFNoZyt
Liu, X., Wang, L., Sun, A., Du, P., & Chen, W. (2017). The application of flipped classroom in biochemistry teaching. Zhejiang Medical Education, 16(4):12-14. [Chinese] DOI: https://doi.org/10.3969/j.issn.1672-0024.2017.04.004
Lo, C.K., & Hew, K.F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4):523-546. DOI: https://doi.org/10.1002/jee.20293
Luo, Y. (2015). An empirical study of flipped classroom in high school physics: Take Qingzhen No. 1 Middle School in Guizhou Province as an example. Dissertation; Central China Normal University. [Chinese] https://cdmd.cnki.com.cn/Article/CDMD-10511-1016037935.htm
Ma, X., Zhao, G., & Wu, T. (2013). An empirical study of flipped classroom teaching in university information technology public courses. Journal of Distance Education, 31(1):79-85. [Chinese] DOI: https://doi.org/10.15881/j.cnki.cn33-1304/g4.2013.01.008
Ojennus, D.D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1):20-27. DOI: https://doi.org/10.1002/bmb.20926
Pi, S., & Do, S. (2017). The effectiveness of the flipped learning using the smart device. Journal of Digital Convergence. DOI: https://doi.org/10.14400/jdc.2017.15.4.65
Rothstein, H.R., Sutton, A.J., & Borenstein, M. (2005). Publication bias in meta-analysis: prevention, assessment and adjustments. John Wiley & Sons. ISBN: 9780470870167 DOI：https://doi.org/10.1002/0470870168
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement, not academic achievement. Student Success, 8(2):43-53. DOI: https://doi.org/10.5204/ssj.v8i2.381
Strayer, J.F., (2012). How learning in an inverted classroom influences cooperation, innovation, task orientation. Learning Environment Research, 15(2): 171-193. DOI: https://doi.org/10.1007/s10984-012-9108-4
Thai, N.T.T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107:113-126. DOI: https://doi.org/10.1016/j.compedu.2017.01.003
van Alten, D.C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, ep: 100281. DOI: https://doi.org/10.1016/j.edurev.2019.05.003
Wang, H., Zhao, W., Sun, L., & Liu, H. (2013). Design of flipped classroom teaching model: Based on the analysis of typical cases at home and abroad. Modern Educational Technology, 23(8):5-10. [Chinese] DOI: https://doi.org/10.3969/j.issn.1009-8097.2013.08.001
Xia, L. (2005). Several fundamental problems of meta-analysis methods. Journal of Shanxi Normal University (Social Science Edition), 33(03):34-38. [Chinese] DOI: https://doi.org/10.3969/j.issn.1001-5957.2005.03.008
Xing, L., & Dong, Z. (2015). Quasi-experimental research on the effect of flipped classroom teaching in college physics. Fudan Education Forum, 13(1):24-29. [Chinese] DOI: https://doi.org/10.3969/j.issn.1672-0059.2015.01.005
Yin, H. (2016). Calm thinking on the craze for flipped classrooms at home and abroad: empirical evidence and reflection. Journal of Research on Education for Ethnic Minorities, 27(1):25-30. [Chinese] DOI: https://doi.org/10.15946/j.cnki.1001-7178.2016.01.004
Zhang, Y. (2012). Flipped classroom reform. China Information Technology Education, 11(10):118-121. [Chinese] https://www.airitilibrary.com/publication/aldetailedmesh?docid=xxjsjy201210042
Zhang, Y. (2015). The flipped classroom’s essential education reform: Review and reflection on the first anniversary of establishing the C20 MOOC Alliance. Journal of Open Learning, 20(1):27-31. [Chinese] DOI: https://doi.org/10.3969/j.issn.1008-7648.2015.01.005
Zhang, Y., & Li, J. (2012). “Three, four, five and six”: Operational practice of flipped classroom. Information Technology Education in Primary and Secondary Schools, 11(11):82-83. [Chinese] https://www.cnki.com.cn/Article/CJFDTotal-ZXJA201211037.htm
Zhong, X., Song, S., & Jiao, L. (2013). Instructional design research based on the flipped classroom concept in an information environment. Open Education Research, 19(1):58-64. [Chinese] DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2013.01.003
Zhou, H. (2020). Research on the application of flipped classroom model in the learning of junior high school physics concepts. Dissertation; Shandong Normal University. [Chinese] DOI: https://doi.org/10.27280/d.cnki.gsdsu.2020.001100
Zhu, H., & Zhu, Y. (2013). On flipped classroom and its effective implementation strategy. e-Education Research, 34(8):79-83. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2013.08.013.
Begg, C.B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4):1088-1101. DOI: https://doi.org/10.2307/2533446
Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of research. In ASEE national conference proceedings, Atlanta, GA, 30(9):1-18. http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011) Introduction to meta-analysis. John Wiley & Sons: Wiley. ISBN: 978-1-119-96437-7
Casasola,T., Nguyen,T., Warschauer, M., & Schenke, K.(2017). Can flipping the classroom work? Evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education, 29(3):421-435. https://files.eric.ed.gov/fulltext/EJ1150758.pdf
Cheng, X. (2019). The application of flipped classroom in college English listening and speaking teaching: An empirical study based on CET-SET-4 oral English training. Agriculture of Henan, 2019(9):22-25. [Chinese] DOI: https://doi.org/10.15904/j.cnki.hnny.2019.09.010
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1): 91-115. DOI: https://doi.org/10.9743/JEO.2015.1.5
Cui, Z., & Ning, Z. (2010). Quantitative literature review methods and meta-analysis. Statistics & Decision, 26(19):166-168. [Chinese] DOI: https://doi.org/10.13546/j.cnki.tjyjc.2010.19.003
Dong, J., & Guo, G. (2014). Using flipped classrooms to instigate teaching reforms, you open a new chapter in the deep integration of ICT-Records of innovative teaching model reforms in Changle No. 1 Middle School in Shandong Province. The Chinese Journal of ICT in Education, 20(14):3-6. [Chinese] https://www.cnki.com.cn/Article/CJFDTotal-JYXX201414001.htm
Fu, P. (2016). Research on the influencing factors of undergraduates’ professional learning investment in ordinary undergraduate universities. Dissertation; Nanchang University, 2016. [Chinese] DOI: https://doi.org/10.7666/d.D01054876
Gao, W. (2017). An empirical study of flipped classroom teaching method in college English teaching. Education Modernization, 4(47):228-229. [Chinese] DOI: https://doi.org/10.16541/j.cnki.2095-8420.2017.47.107
Glass, G.V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10): 3-8. DOI: https://doi.org/10.3102/0013189X005010003
Gloudeman, M.W., Shah-Manek, B., Wong, T. H., Vo, C., & Ip, E.J. (2018). Use of condensed videos in a flipped classroom for pharmaceutical calculations: student perceptions and academic performance. Currents in Pharmacy Teaching and Learning, 10(2):206-210. DOI: https://doi.org/10.1016/j.cptl.2017.10.001
Hamdan, N., & McKnight, P., McKnight, K., & Arfstrom, K. A. (2013). A review of flipped learning. Flipped Learning Network. https://www.researchgate.net/publication/338804273_Review_of_Flipped_Learning
He, K. (2014). From the essence of “flipped classroom” to see the future development of “flipped classroom” in my country. e-Education Research, 35(7):5-16. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2014.07.001
He, W. (2014). Flipped classroom and its teaching practice research. Dissertation; Henan Normal University. [Chinese] https://cdmd.cnki.com.cn/Article/CDMD-10476-1014381171.htm
Higgins, J.P., Thompson, S.G., Deeks, J.J., & Altman, D.G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414): 557-560. DOI: https://doi.org/10.1136/bmj.327.7414.557
Jang, H.Y., & Kim, H.J. (2020). A meta-analysis of the cognitive, affective, and interpersonal outcomes of flipped classrooms in higher education. Education Sciences, 10(4):115. DOI: https://doi.org/10.3390/educsci10040115
Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1):30-43. DOI: https://doi.org/10.2307/1183338
Li, N. (2018). Practical research on flipped classroom in high school chemistry teaching: Take Fuzhou Foreign Language School as an example. Dissertation; Fujian Normal University. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10394-1019147458.htm
Li, T., Pang, L., & Wang, Z. (2018). Research on the effect of flipped classroom teaching on students’ learning effect: Based on the meta-analysis of 37 experiments and quasi-experiments. e-Education Research, 39(5):99-107. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2018.05.015
Lipsey, M.W., & Wilson, D.B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage Publications. https://rogeriofvieira.com/wp-content/uploads/2016/05/Wilson.pdf
Liu, X. (2020). A study on the improvement of college students’ learning investment: Based on the perspective of psychological capital. Journal of Higher Education, 6(22):51-54. [Chinese] https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GJXK202022016&v=Asaq3V4j%25mmd2FnNSz%25mmd2BA2kalBZ7mxLVjDbSisU90jB5GeY3jLeFiHNPdngXCvcLFNoZyt
Liu, X., Wang, L., Sun, A., Du, P., & Chen, W. (2017). The application of flipped classroom in biochemistry teaching. Zhejiang Medical Education, 16(4):12-14. [Chinese] DOI: https://doi.org/10.3969/j.issn.1672-0024.2017.04.004
Lo, C.K., & Hew, K.F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4):523-546. DOI: https://doi.org/10.1002/jee.20293
Luo, Y. (2015). An empirical study of flipped classroom in high school physics: Take Qingzhen No. 1 Middle School in Guizhou Province as an example. Dissertation; Central China Normal University. [Chinese] https://cdmd.cnki.com.cn/Article/CDMD-10511-1016037935.htm
Ma, X., Zhao, G., & Wu, T. (2013). An empirical study of flipped classroom teaching in university information technology public courses. Journal of Distance Education, 31(1):79-85. [Chinese] DOI: https://doi.org/10.15881/j.cnki.cn33-1304/g4.2013.01.008
Ojennus, D.D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1):20-27. DOI: https://doi.org/10.1002/bmb.20926
Pi, S., & Do, S. (2017). The effectiveness of the flipped learning using the smart device. Journal of Digital Convergence. DOI: https://doi.org/10.14400/jdc.2017.15.4.65
Rothstein, H.R., Sutton, A.J., & Borenstein, M. (2005). Publication bias in meta-analysis: prevention, assessment and adjustments. John Wiley & Sons. ISBN: 9780470870167 DOI：https://doi.org/10.1002/0470870168
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement, not academic achievement. Student Success, 8(2):43-53. DOI: https://doi.org/10.5204/ssj.v8i2.381
Strayer, J.F., (2012). How learning in an inverted classroom influences cooperation, innovation, task orientation. Learning Environment Research, 15(2): 171-193. DOI: https://doi.org/10.1007/s10984-012-9108-4
Thai, N.T.T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107:113-126. DOI: https://doi.org/10.1016/j.compedu.2017.01.003
van Alten, D.C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, ep: 100281. DOI: https://doi.org/10.1016/j.edurev.2019.05.003
Wang, H., Zhao, W., Sun, L., & Liu, H. (2013). Design of flipped classroom teaching model: Based on the analysis of typical cases at home and abroad. Modern Educational Technology, 23(8):5-10. [Chinese] DOI: https://doi.org/10.3969/j.issn.1009-8097.2013.08.001
Xia, L. (2005). Several fundamental problems of meta-analysis methods. Journal of Shanxi Normal University (Social Science Edition), 33(03):34-38. [Chinese] DOI: https://doi.org/10.3969/j.issn.1001-5957.2005.03.008
Xing, L., & Dong, Z. (2015). Quasi-experimental research on the effect of flipped classroom teaching in college physics. Fudan Education Forum, 13(1):24-29. [Chinese] DOI: https://doi.org/10.3969/j.issn.1672-0059.2015.01.005
Yin, H. (2016). Calm thinking on the craze for flipped classrooms at home and abroad: empirical evidence and reflection. Journal of Research on Education for Ethnic Minorities, 27(1):25-30. [Chinese] DOI: https://doi.org/10.15946/j.cnki.1001-7178.2016.01.004
Zhang, Y. (2012). Flipped classroom reform. China Information Technology Education, 11(10):118-121. [Chinese] https://www.airitilibrary.com/publication/aldetailedmesh?docid=xxjsjy201210042
Zhang, Y. (2015). The flipped classroom’s essential education reform: Review and reflection on the first anniversary of establishing the C20 MOOC Alliance. Journal of Open Learning, 20(1):27-31. [Chinese] DOI: https://doi.org/10.3969/j.issn.1008-7648.2015.01.005
Zhang, Y., & Li, J. (2012). “Three, four, five and six”: Operational practice of flipped classroom. Information Technology Education in Primary and Secondary Schools, 11(11):82-83. [Chinese] https://www.cnki.com.cn/Article/CJFDTotal-ZXJA201211037.htm
Zhong, X., Song, S., & Jiao, L. (2013). Instructional design research based on the flipped classroom concept in an information environment. Open Education Research, 19(1):58-64. [Chinese] DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2013.01.003
Zhou, H. (2020). Research on the application of flipped classroom model in the learning of junior high school physics concepts. Dissertation; Shandong Normal University. [Chinese] DOI: https://doi.org/10.27280/d.cnki.gsdsu.2020.001100
Zhu, H., & Zhu, Y. (2013). On flipped classroom and its effective implementation strategy. e-Education Research, 34(8):79-83. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2013.08.013.
How to Cite
Zhang, Q., Cheung, E. S. T., & Cheung, C. S. T. . (2021). The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies. Science Insights Education Frontiers, 8(2), 1059–1080. https://doi.org/10.15354/sief.21.re019
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