Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study

Year 2025, , 628 - 653, 21.03.2025

Metin Kus

https://doi.org/10.18009/jcer.1625784

Abstract

Numerous studies on the impacts of the Flipped Classroom Model (FCM) highlight its growing importance in contemporary education. This meta-analysis synthesizes existing research findings to evaluate the effects of FCM on academic performance, student participation, and satisfaction in higher education institutions (HEIs). A total of 23 studies, encompassing 3,567 students from 14 countries, were included in the analysis. The calculated effect size (d = 0.167) indicates a positive but small effect of FCM on academic performance (Q(23) = 78.226, p < .001). Additionally, findings suggest that FCM enhances student participation and satisfaction by promoting active learning. However, its effectiveness depends on contextual factors such as implementation quality, subject matter, and student demographics. Future research should focus on identifying the specific components of FCM that contribute most significantly to these outcomes and explore strategies for optimizing its implementation across diverse educational setting.

Keywords

Flipped classroom model, higher education, academic performance, meta-analysis

Ethical Statement

In this study, the researcher did not collect data from human or animal subjects; thus, it is not within the scope of studies requiring ethics committee approval. However, the principles of scientific research and publication ethics were followed through the study.

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