The Effect of Flipped Learning Approach on Academic Achievement: A Meta-Analysis Study

Abstract

This study aims to examine the effect of the flipped learning approach on academic achievement through meta-analysis method. The study consists of the published articles in scientific journals, master's and doctoral theses which have the necessary statistical data. The studies were obtained from various databases such as “EBSCOhost, ProQuest, JSTOR, Google Scholar, Turkish Academic Network and Information Center (TUBITAK ULAKBIM) Social Sciences Database, Turkish Council of Higher Education National Thesis Center and ERIC” by using keywords such as “flipped classroom”, “flipped learning”, “academic achievement”. Within the scope of inclusion criteria, 55 studies were obtained. The data set was determined as 80 since the effect of the flipped learning approach on academic achievement was analyzed separately for each course in some studies. The results of the study reveal that there is a positive effect of the flipped learning approach on academic achievement compared to traditional learning approach. Besides, there is not a significant difference according to the implementation period. The effect of flipped learning on academic achievement is higher in small groups, and there is a significant difference between the groups according to being national/international.

Keywords

• Flipped classroom,flipped learning,meta-analysis,academic achievement

Ters-Yüz Edilmiş Öğrenme Yaklaşımının Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması

Abstract

Bu araştırmada ters-yüz edilmiş öğrenme yaklaşımının akademik başarıya etkisinin meta-analiz yöntemiyle incelemesi amaçlanmıştır. Bu amaç doğrultusunda “ters-yüz edilmiş öğretim”, “ters-yüz edilmiş öğrenme”, “akademik başarı” gibi anahtar kelimeler kullanılarak EBSCOhost, ProQuest, JSTOR, Google Akademik, TÜBİTAK ULAKBİM Sosyal Bilimler Veri Tabanı, YÖK Tez ve ERIC arama motorları aracılığıyla ilgili tez ve makaleler elde edilmiştir. Dahil edilme ölçütleri kapsamında 55 çalışmaya ulaşılmıştır. Bazı çalışmalarda ters-yüz edilmiş öğrenme yaklaşımının akademik başarıya etkisi her bir ders için ayrı ayrı hesaplandığı için veri seti 80 olarak belirlenmiştir. Araştırmanın sonuçlarına göre, ters-yüz edilmiş öğrenme yaklaşımının akademik başarı üzerinde pozitif yönde bir etkisi olduğu; ters-yüz edilmiş öğrenme yaklaşımının akademik başarı üzerindeki etkisinin uygulama süresine göre değişmediği; ters-yüz edilmiş öğrenme yaklaşımının akademik başarı üzerindeki etkisinin küçük gruplarda daha yüksek olduğu ve çalışmaların ulusal/uluslararası olma durumuna göre gruplar arasında anlamlı bir farklılık olduğu sonuçlarına ulaşılmıştır.

Keywords

• Ters-yüz edilmiş sınıf,ters-yüz edilmiş öğrenme,meta-analiz,akademik başarı

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