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Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students’ academic achievement

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Abstract

Currently, the research on the overall effect of flipped instruction on K-12 students’ academic achievement has been insufficient, especially across various subject areas and grade levels. To redress this research gap, this study first synthesised five aspects of research on flipped instruction, including theoretical underpinnings, application across disciplines, implementation benefits of FI, challenges and cautions in implementing FI, and guidelines for effective implementation. The study then reported on a robust variance estimation meta-analysis based on 53 effects from 27 empirical studies. A weighted average effect of \({d}^{\ast} = .54[(SE = .10), p<.001]\) indicated that flipped instruction promoted students’ academic achievement moderately better than traditional classroom instruction. However, publication bias was revealed from the funnel plot, trim-and-fill, and the Egger’s regression test. Given the large unconditional heterogeneity (\({I}^{2}=81.2\%\)), the mixed-effects moderator analysis shows that the publication type (published studies), grade level (middle and high school level), subject area, and study quality significantly moderate the effect size. Only the variable publication type explains a significant degree of effect-size heterogeneity. The implications for better implementing flipped instruction among teachers, school administrators, and policy-makers are discussed.

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Studies marked with an asterisk were included in the meta-analysis

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Acknowledgements

I feel gratitude for the intellectual contributions from Dr. Christopher Thompson (Texas A&M University), Dr. Mario Suarez (Utah State University), and Dr. Olusola Adesope (Washington State University) throughout the whole research process while working on this paper.

Funding

This work was jointly supported by the National Key Project of the 13th Five-year Plan of Educational Science “Research on the policy system of improving the status of teachers in the new era” (Project No.: AFA2000007), China and the Southwest Educational Research Annual Conference, USA.

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    Gang Zhu

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Zhu, G. Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students’ academic achievement. Education Tech Research Dev 69, 733–761 (2021). https://doi.org/10.1007/s11423-021-09983-6

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