Published Apr 29, 2021

Qing Zhang

Elizabeth S. T. Cheung  

Christian S. T. Cheung


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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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).

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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