i-manager Publications

The Effect of Flipped Classroom Model on Students' Academic Achievement in Science and Mathematics Education: A Meta-Analysis Study

Atilla Özdemir*, Merve Lutfiye Senturk**

*-** Department of Mathematics and Science Education, Süleyman Demirel University, Turkey.

Periodicity:October - December'2021
DOI : https://doi.org/10.26634/jet.18.3.18071

Abstract

This study examines the effect of the flipped learning approach on academic achievement based on science and mathematics education fields with the meta-analysis method. For this purpose, including the different uses of the flipped learning approach in the literature; "Science Education & Academic Success & Flipped Classroom," "Mathematics Teaching & Academic Success & Flipped Classroom" have been searched as keywords through national thesis center database in Turkey. A total of 13 Master's and doctoral theses have participated in the research within the inclusion criteria scope. The data were analyzed through the CMA program. As a result of the data analysis, a statistically significant effect size was found in favor of the flipped learning approach in general (g = 1.223; p <.001; 95% confidence interval 0.667–1.769). In addition, it was revealed that the effect size of data showed normal distribution, and showed a high level of heterogeneity. Within the scope of sub-problems, it has been concluded that a statistically significant difference exists in terms of the effect of the flipped learning approach in science and mathematics on academic achievement according to the education level and sample size of the study group. A higher effect size on academic achievement was found in university students' studies and flipped learning with small groups. It was revealed that the learning area (discipline), the duration of the flipped learning approach, and the year of publication do not have a statistically significant effect size.

Keywords

Flipped Classroom Model, Academic Achievement, Mathematics Education, Science Education.

How to Cite this Article?

Ozdemir, A., and Senturk, M. L. (2021). The Effect of Flipped Classroom Model on Students' Academic Achievement in Science and Mathematics Education: A Meta-Analysis Study . i-manager's Journal of Educational Technology, 18(3), 22-41. https://doi.org/10.26634/jet.18.3.18071

References

[1]. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.

[2]. Aslan, S. (2020). Teacher Candidates' Experiences with the Flipped Classroom Model: A Phenomenological Approach. International Journal of Contemporary Educational Research, 7(2), 202-211.

[3]. Aydin, M., Okmen, B., Sahin, S., & Kilic, A. (2021). The Meta-Analysis of the Studies about the Effects of Flipped Learning on Students' achievement. Turkish Online Journal of Distance Education, 22(1), 33-51.

[4]. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: Internal Society for Technology in Education.

[5]. Berlin, D. F., & Lee, H. (2005). Integrating science and mathematics education: Historical analysis. School Science and Mathematics, 105(1), 15-24.

[6]. Berlin, D. F., & White, A. L. (2012). A longitudinal look at attitudes and perceptions related to the integration of mathematics, science, and technology education. School Science and Mathematics, 112(1), 20-30.

[7]. Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8, 365-364.

[8]. Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.

[9]. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis., UK: John Wiley & Sons.

[10]. Braun, I., Ritter, S., & Vasko, M. (2014). Inverted classroom by topic-a study in mathematics for electrical engineering students. International Journal of Engineering Pedagogy (iJEP), 4(3), 11-17.

[11]. Çakır, E. (2017). The effect of flipped classroom on 7^th grade students' academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom. (Master's thesis). OndokuzMayıs University.

[12]. Çakır, E., & Yaman, S. (2017). Fen bilimleri dersinde ters yüz sınıf uygulamalarının öğrencilerin fen başarıları ve zihinsel risk alma becerilerine etkisi. Fen Bilimleri Öğretim Dergisi, 5(2), 130-142.

[13]. Canaleta, X., Vernet, D., Vicent, L., & Montero, J. A. (2014). Master in teacher training: A real implementation of active learning. Computers in Human Behavior, 31, 651- 658.

[14]. Chan, C. K., Fong, E. T., Luk, L. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10.

[15]. Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta analysis. Medical Education, 52(9), 910-924.

[16]. Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students' learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.

[17]. Cheng, X., Ka Ho Lee, K., Chang, E. Y., & Yang, X. (2017). The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anatomical Sciences Education, 10(4), 317-327.

[18]. Cho, B., & Lee, J. (2018). A meta analysis on effects of flipped learning in Korea. Journal of Digital Convergence, 16(3), 59-73.

[19]. Cohen, J. (1969). Statistical Power Analysis for the Behavioural Sciences. Academic Press.

[20]. Cohen, J. (1988). Statistical Power for the Behavioral Sciences (2^nd ed.). Erlbaum.

[21]. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition). Routledge.

[22]. Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Eğitim ve Bilim, 39(171), 74-85.

[23]. Elian, S. M., & Hamaidi, D. A. H., (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan. International Journal of Emerging Technologies in Learning (IJET), 13(2), 110-125.

[24]. Eser, M. T., Yurtçu, M., & Aksu, G. (2020). R programlama dili ve Jamovi ile meta analiz uygulamaları. Ankara: Pegem Akademi.

[25]. Farmus, L., Cribbie, R. A., & Rotondi, M. A. (2020). The flipped classroom in introductory statistics: Early evidence from a systematic review and meta-analysis. Journal of Statistics Education, 28(3), 316-325.

[26]. FLN. (2014). The Four Pillars of F-L-I-P™. Flipped Learning Network.

[27]. Gillette, C., Rudolph, M., Kimble, C., Rockich- Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A metaanalysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433-440.

[28]. Glass, G. V. (1976). Primary, secondary, and metaanalysis of research. Educational Researcher, 5(10), 3-8.

[29]. González-Gómez, D., Jeong, J. S., & Rodríguez, D. A. (2016). Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459.

[30]. Groccia, J. E. (2018). What is student engagement?. New Directions for Teaching and Learning, 2018(154), 11- 20.

[31]. Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1), 1-12.

[32]. Hibbard, L., Sung, S., & Wells, B. (2016). Examining the effectiveness of a semi-self-paced flipped learning format in a college general chemistry sequence. Journal of Chemical Education, 93(1), 24-30.

[33]. Hunter, J. E., & Schmidt, F. L. (1990). Methods of metaanalysis: Correcting error and bias in research findings. Sage Publications.

[34]. 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), 115-130.

[35]. Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665-680.

[36]. Kalafat, H. Z. (2019). Ters yüz sınıf modelı ̇ıl̇e Tasarlanan matematı̇k dersıṅıṅ 7. sınıf öğrencıl̇erıṅıṅ akademı̇k basa̧rısı üzerıṅe etkı̇sıṅıṅ ıṅ celenmesı̇ (Doctoral dissertation, Marmara Universitesi (Turkey)).

[37]. Karagöl, İ., & Emrullah, E. S. E. N. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 708-727.

[38]. Keskin, E. (2020). Investigation of the effect of flipped classroom method on academic achievement of 10th grade students in "Acids, Bases and Salts" unit in chemistry (Master's thesis). Atatürk University.

[39]. Kıray, S. A. (2018). İlköğretim ikinci kademede uygulanan fen ve matematik entegrasyonunun etkililiği. (Unpulished Doctoral dissertation). Hacettepe University, Instute of Social Sciences, Ankara.

[40]. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.

[41]. Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3), 1–17.

[42]. Lee, B. H., & Lee, H. C. (2016). The effects of science lesson with the application of flipped learning on science academic achievement and scientific attitude. Journal of Korean Elementary Science Education, 35(1), 78-88.

[43]. Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, 25(5), 775-781.

[44]. Lo, C. K. (2017). Examining the flipped classroom through action research. The Mathematics Teacher, 110(8), 624-627.

[45]. 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.

[46]. Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students' mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481.

[47]. Lugosi, E., & Uribe, G. (2020). Active learning strategies with positive effects on students' achievements in undergraduate mathematics education. International Journal of Mathematical Education in Science and Technology, 1-22.

[48]. Marcey, D. J., & Fletcher, J. (2014). The lecture hall as an arena of inquiry: Using cinematic lectures and flipped classes (CLIC) to flip an introductory biology lecture course. Academic Commons.

[49]. McLaughlin, J. E., & Rhoney, D. H. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning, 7(1), 12-19.

[50]. Montgomery, J. (2015). The effects of fipped learning on middle school students' achievement with common core mathematics (Master's thesis). California State University San Marcos, California.

[51]. Niemi, H., Nevgi, A., & Aksit, F. (2016). Active learning promoting student teachers' professional competences in Finland and Turkey. European Journal of Teacher Education, 39(4), 471-490.

[52]. O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.

[53]. Orhan, A. (2019). The effect of flipped learning on students' academic achievement: A meta-analysis study. Cukurova University Faculty of Education Journal, 48(1), 368-396.

[54]. Østerlie, O. (2018). Can flipped learning enhance adolescents' motivation in physical education? An intervention study. Journal for Research in Arts and Sports Education, 2(1), 1–15.

[55]. Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Unpublished PhD thesis). U.S.: Colorado State University.

[56]. Özdemir, A. (2016). Flipped classroom model practice focused on blended learning in secondary mathematics education (Doctoral dissertation). Gazi University.

[57]. Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15.

[58]. Rahman, A. A., Aris, B., Mohamed, H., & Zaid, N. M. (2014, December). The influences of flipped classroom: A meta analysis. In 2014, IEEE 6^th Conference on Engineering Education (ICEED) (pp. 24-28). IEEE.

[59]. Rosenthal, R. (1991). Meta-analysis: a review. Psychosomatic Medicine, 53(3), 3-13.

[60]. Salimi, A., & Yousefzadeh, M. (2015). The effect of flipped learning (revised learning) on Iranian students' learning outcomes. Advances in Language and Literary Studies, 6(5), 209-213.

[61]. Sırakaya, D. A. (2015). Tersyüz sınıf modelinin akademik başarı, öz-yönetimli öğrenme hazırbulunuşluğu ve motivasyon üzerine etkisi. Yayınlanmamış Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

[62]. Seery, M. K. (2015). Flipped learning in higher education chemistry: emerging trends and potential directions. Chemistry Education Research and Practice, 16(4), 758-768.

[63]. Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students' cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79-103.

[64]. Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347-358.

[65]. Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30,,1-22.

[66]. Taylor, L., & Parsons, J. (2011). Improving student engagement. An Electronics Journal for Leaders in Education, 10(17).

[67]. Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.

[68]. Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483.

[69]. Tomas, L., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 1-22.

[70]. Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1), 28-44.

[71]. Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering, and mathematics (STEM) pathways: High school science and math coursework and postsecondary degree attainment. Journal of Education for Students Placed at Risk, 12(3), 243-270.

[72]. 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, 100281.

[73]. Vitta, J. P., & Al-Hoorie, A. H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 1-25.

[74]. Wagner, M., Gegenfurtner, A., &Urhahne, D. (2020). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschriftfür Pädagogische Psychologie, 35(1), 1-21.

[75]. Wang, J. (2005). Relationship between mathematics and science achievement at the 8th grade. International Online Journal of Science and Mathematics Education, 5, 1– 17.

[76]. Wiginton, B. L. (2013). Flipped instruction: An Investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an algebra I classroom (Unpublished doctoral dissertation). The University of Alabama, Tuscaloosa, AL.

[77]. Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.

[78]. Winter, J. B. (2013). The effect of the flipped classroom model on achievement in an introductory college physics course (Master's thesis). Mississippi State University, Starkville.

[79]. Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41, 331-357.

[80]. Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students' learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15.

[81]. Zhu, G., Thompson, C., Suarez, M., & Peng, Z. (2019, April). A meta-analysis on the effect of flipped instruction on K-12 students' academic achievement. In Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April (pp. 5-9).

The Effect of Flipped Classroom Model on Students' Academic Achievement in Science and Mathematics Education: A Meta-Analysis Study

Abstract

Keywords

How to Cite this Article?

References

If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Options for accessing this content:

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Pdf	35	35	200	20
Online	35	35	200	15
Pdf & Online	35	35	400	25