Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis.

Autor/inn/en	Wagner, Marlene; Gegenfurtner, Andreas; Urhahne, Detlef
Titel	Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis.
Quelle	In: Zeitschrift für pädagogische Psychologie, 35 (2021) 1, S. 11-31Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000274
Schlagwörter	Evaluation; Schule; Klassenraum; Sekundarbereich; Schüler; Lernen; Lehrmethode; Bildungsprogramm; Audiovisuelles Medium; Leistung; Managementsystem
Abstract	This meta-analysis (25 articles, k = 44 independent data sources, N = 2,323) examines the effectiveness of flipped classroom on student achievement in secondary education. The flipped classroom model refers to an instructional approach in which students watch educational videos at home and homework assignments are done in class. Effect sizes were calculated for the research designs "post-test only", "pre-test-post-test (time)" and "pre-test-post-test with control group (treatment)". The meta-analytical findings for the condition "treatment" confirm the effectiveness of flipped classroom on student achievement in comparison to traditional instruction (Cohen's d = 0.42, 95 CI [0.20 - 0.63], Z = 3.81, p( .001). Moderator analyses on the effect sizes "time" show stronger effects for subjects in the STEM area (science, technology, engineering, mathematics) than for foreign languages and humanities. The effect sizes were also higher for shorter intervention studies than for longer ones and if quiz at home had been left out. Moderator analyses on the effect sizes "post-test only" and "treatment" make clear that the effect sizes for intervention studies without a learning management system are higher than with a learning management system. Findings are discussed in terms of their implications for educational practice. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2021/3