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Review

Effectiveness of the Flipped Classroom on Student Achievement in Secondary Education: A Meta-Analysis

Published Online:March 17, 2020https://doi.org/10.1024/1010-0652/a000274

Abstract

Abstract. This meta-analysis (25 articles, k = 44 independent data sources, N = 2,323) examines the effectiveness of flipped classroom on student achievement in secondary education. The flipped classroom model refers to an instructional approach in which students watch educational videos at home and homework assignments are done in class. Effect sizes were calculated for the research designs “post-test only”, “pre-test-post-test (time)” and “pre-test-post-test with control group (treatment)”. The meta-analytical findings for the condition “treatment” confirm the effectiveness of flipped classroom on student achievement in comparison to traditional instruction (Cohen's d = 0.42, 95 % CI [0.20 – 0.63], Z = 3.81, p < .001). Moderator analyses on the effect sizes “time” show stronger effects for subjects in the STEM area (science, technology, engineering, mathematics) than for foreign languages and humanities. The effect sizes were also higher for shorter intervention studies than for longer ones and if quiz at home had been left out. Moderator analyses on the effect sizes “post-test only” and “treatment” make clear that the effect sizes for intervention studies without a learning management system are higher than with a learning management system. Findings are discussed in terms of their implications for educational practice.


Die Wirksamkeit von Flipped Classroom auf die Lernleistung in der Sekundarstufe: Eine Metaanalyse

Zusammenfassung. In einer Metaanalyse (25 Artikel, k = 44 unabhängige Datenquellen, N = 2,323) wurde die Wirksamkeit des Unterrichtskonzepts „Flipped Classroom“ für Schülerleistungen in der Sekundarstufe untersucht. Flipped Classroom steht für einen Unterrichtsansatz, bei dem sich Schülerinnen und Schüler zuhause mithilfe von Erklärvideos neue Lerninhalte aneignen und im Unterricht anschließend dazu passende Aufgaben bearbeiten. Es wurden Effektstärken für die Forschungsdesigns „Nur Nachtest“, „Vortest-Nachtest (Zeit)“ und „Vortest-Nachtest mit Kontrollgruppe (Treatment)“ berechnet. Die meta-analytische Effektstärke für die Bedingung „Treatment“ bestätigt die Effektivität des Flipped Classroom-Konzepts im Vergleich zum traditionellen Unterricht (Cohen's d = 0.42, 95 % CI [0.20 – 0.63], Z = 3.81, p < .001). Moderatoranalysen der Effektstärken„Zeit“ zeigen stärkere Wirkungen für Fächer im MINT-Bereich (Mathematik, Informatik, Naturwissenschaften, Technik) als für fremdsprachliche und geisteswissenschaftliche Fächer. Die Effektstärken waren zudem bei kürzeren Interventionsstudien höher als bei längeren und wenn auf ein Lernquiz zuhause verzichtet wurde. Moderatoranalysen der Effektstärken „Nur Nachtest“ und „Treatment“ verdeutlichen, dass die Effektstärken bei Interventionsstudien ohne Lernmanagement-System höher ausfallen als mit Lernmanagement-System. Die Ergebnisse werden im Hinblick auf Implikationen für die Unterrichtspraxis diskutiert.

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