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A Meta-Analysis of Learning and Moderator Variables in Flipped Education

A Meta-Analysis of Learning and Moderator Variables in Flipped Education The concepts and implementation of flipped education have been prevailing globally. However, most studies focus on learning performance with few analyses on moderator variables. The study conducted a meta-analysis to analyze 39 studies published over the 2012–2018 period. Among the 39 studies involving 4662 participants, 33 of the studies analyzed the dependent variable of learning performance, and 6 of the studies analyzed the other dependent variable of higher-order thinking. To further examine the effects, four moderators—education level, scaffolding, subject area, and country, were analyzed to investigate the various effects on learning performance. Overall, flipped education demonstrated a low effect size of 0.31 for learning performance, and a moderate effect size of 0.53 for higher-order thinking. The in-depth results and syntheses of the four moderators and two dependent variables and their implications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

A Meta-Analysis of Learning and Moderator Variables in Flipped Education

"Technology, Knowledge and Learning" , Volume OnlineFirst – Aug 16, 2022

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Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Nature B.V. 2022. Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-022-09618-6
Publisher site
See Article on Publisher Site

Abstract

The concepts and implementation of flipped education have been prevailing globally. However, most studies focus on learning performance with few analyses on moderator variables. The study conducted a meta-analysis to analyze 39 studies published over the 2012–2018 period. Among the 39 studies involving 4662 participants, 33 of the studies analyzed the dependent variable of learning performance, and 6 of the studies analyzed the other dependent variable of higher-order thinking. To further examine the effects, four moderators—education level, scaffolding, subject area, and country, were analyzed to investigate the various effects on learning performance. Overall, flipped education demonstrated a low effect size of 0.31 for learning performance, and a moderate effect size of 0.53 for higher-order thinking. The in-depth results and syntheses of the four moderators and two dependent variables and their implications are discussed.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Aug 16, 2022

Keywords: Meta-analysis; Flipped education; Systematic literature analysis; Higher-order thinking; Scaffolding

References