The effect of the flipped classroom on achieving some science learning outcomes: A meta- analysis

Document Type : Original Article

Author

College of Education, Taif University, KSA.

Abstract

    The use of the flipped classroom is becoming more common in various areas of learning, particularly science learning; however, no meta- analysis that specifically examines the effect of the flipped classroom versus the traditional classroom on the achievement of science learning outcomes has been published. As a result, the current study aimed to determine the effectiveness of the flipped classroom in achieving certain science learning outcomes, as well as whether the effectiveness of the flipped classroom differs depending on: dependent variables - stage of study - field of study. which used the flipped classroom to achieve science learning outcomes between 2015 and 2021; where (28) preliminary studies were analyzed, to which the inclusion and exclusion criteria were applied, and the research results indicated that the flipped classroom has a high impact on achieving science learning outcomes according to the random effects model, which was (2.25), with a standard error of (0.197), and the value of the period of Confidence about the average effect size (minimum 1.866, maximum 2.638) According to Cohen's indicators, this value for the average effect size is very large, which indicates the effectiveness of the flipped classroom in achieving science learning outcomes compared to the traditional method, and the study's findings also indicated that the flipped classroom has similar effects on science learning outcomes regardless of the type of dependent variables, the study stage or field of study, and based on the study's findings, it was recommended that the flipped classroom should be included in teacher preparation and training programmes before and during service.

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References

 
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