Impact of flipped classrooms on higher education student outcomes: A second-order meta-analysis
STUDIES IN EDUCATIONAL EVALUATION, cilt.90, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 90
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.stueduc.2026.101653
- Dergi Adı: STUDIES IN EDUCATIONAL EVALUATION
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), Index Islamicus
- İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet
Özet
Although current theoretical models and empirical studies have clarified the mechanisms of the flipped classroom, its overall effectiveness remains contested. This study examined the impact of the flipped classroom (FC) on student outcomes in higher education. A second-order meta-analysis was performed on 25 first-order metaanalyses. A random-effects model was employed for the statistical analysis. The overall effect of FC on student outcomes was moderate (ES = 0.75; 95% CI [0.62, 0.87]). The effect size varied across contexts, as indicated by significant heterogeneity and moderation by discipline, geographical location, research design, sample size, and number of primary studies. FC effects may vary across student outcome categories, although this pattern should be interpreted with caution due to potential dependence among subgroup estimates. We conclude that FC is an effective pedagogical approach in higher education, although the magnitude of its effect depends on contextual and methodological conditions.