Evaluating Whether Flipped Classrooms Improve Student Learning in Science Education: A Systematic Review and Meta-Analysis

TURAN Z.

SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.67, sa.1, ss.1-19, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Derleme
  • Cilt numarası: 67 Sayı: 1
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/00313831.2021.1983868
  • Dergi Adı: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, Social services abstracts, Sociological abstracts
  • Sayfa Sayıları: ss.1-19
  • Anahtar Kelimeler: Flipped classroom, inverted classroom, science education, systematic review, meta-analysis, ORGANIC-CHEMISTRY COURSE, PERFORMANCE, MODEL, IMPACT, INSTRUCTION, ACHIEVEMENT, PERCEPTIONS, EFFICIENCY, ATTITUDES, OUTCOMES
  • Atatürk Üniversitesi Adresli: Evet

Özet

This study aims to determine the effectiveness of flipped classrooms in science education through the use of systematic review and meta-analysis. A total of 64 studies were analyzed by scanning the following databases: Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO). Of the studies analyzed, 18 were selected for meta-analysis. Since the first study publication in 2013, the use of flipped classroom method in science education has since become prevalent. This study reveals that quantitative approaches were used as a principal research method, university students were preferred as primary participants, and that the studies reviewed mainly examined classrooms in the context of chemistry courses. As a result of meta-analysis, a meaningful effect size pertaining to student achievement was revealed, which showed favor towards the use of flipped classrooms (Hedges' g = 0.625, 95% CI [0.342, 0.908], p < 0.001).