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

Year 2019, Volume: 34 Issue: 3, 708 - 727, 31.07.2019

İbrahim Karagöl , Emrullah Esen

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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