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

Metin Kus

doi:10.18009/jcer.1625784

TR EN

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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

Bu çalışmada insan veya hayvan deneklerinden veri toplanmadığından etik kurul onayı gerektiren çalışmalar kapsamında değildir. Ancak çalışmanın hazırlanmasında bilimsel araştırma ve yayın etiği ilkelerine uyulmuştur.

Kaynakça

Abdel-Maksoud, N. F. (2019). Investigating the effect of blending MOOCs with flipped classroom on engagement in learning and course grades. International Educational Research, 2(2), 8–25. https://doi.org/10. 30560/ier.v2n2p8
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale, and a call for research. Higher Education Research & Development, 34(1), 1-14.
Alenezi, W., & Brinthaupt, T. M. (2022). The use of social media as a tool for learning: Perspectives of students in the faculty of education at Kuwait University. ContemporaryEducationalTechnology, 14(1), 340.
Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to the students' academic performance: a case study of Islamia university sub-campus. Am J Educ Res. 1, 83-9. https://doi.org/10.12691/education-1-8-3
Asiksoy, G., & Canbolat, S. (2021). The effects of the gamified flipped classroom method on petroleum engineering students’ pre-class online behavioural engagement and achievement. International Journal of Engineering Pedagogy (iJEP), 11(5), 19–36. https://doi.org/10.3991/ijep.v11i5.21957
Aycicek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching English. International Journal of Instruction, 11(2), 385–398. https://doi.org/10.12973/iji.2018.11226a
Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. Jossey-Bass.
Barriosa, T. A., Rojasa, S. L., Movillab, J. S., Ibáñeza, S. F. U., & Taboadaa, A. H. (2022). Characterization of flipped classroom model in higher education: A perception from educational resilience during covid-19 pandemic. Procedia Computer Science 203, 575-582. https://doi.org/10.1016/j.procs.2022.07.082
Behmanesh, F., Bakouei, F., Nikpour, M., & Parvaneh, M. (2020). Comparing the effects of traditional teaching and flipped classroom methods on midwifery students ‘practical learning: The embedded mixed method. Technology, Knowledge and Learning, 27, 599–608. https://doi.org/10.1007/s10758-020-09478-y
Bergmann, J., & Sams, A. (2012). Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education; ASCD.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, 30(9), 1-18.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC Clearinghouse on Higher Education. Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72.
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362. http://dx.doi.org/10.1080/1 4703290701602748
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education and Accreditation, 6(1), 33–44.
Cabi, E. (2018). The impact of the flipped classroom model on students ‘academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202–221. https://doi.org/10.19173/irrodl.v19i3.3482
Chen, Y., Wang, Y., Kinshuk, D., & Chen, N.-S. (2018). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 124, 51-63.
Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge.
Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229
Ferreri, S., & O'Connor, S. K. (2013). Instructional design and assessment. Redesign of a large lecture course into a small group learning course. American Journal of Pharmaceutical Education, 77(1), 1–9. https://doi.org/10.5688/ajpe77113
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471–485.
Freelon, D. (2013). ReCal OIR: Ordinal, interval, and ratio intercoder reliability as a web service. International Journal of Internet Science, 8(1), 10–16
Hwang, K.-H., Yoo, Y.-S., & Cho, O.-H. (2012). Smartphone overuse and upper extremity pain, anxiety, depression, and interpersonal relationships among college students. J. Korea Contents Assoc.12, 365–375. https://doi.org/10.5392/JKCA.2012.12.10.365
Ibrahim, A., & Haruna, A. J. (2017). Effects of flipped and conventional teaching approaches on performance and retention ability of students in advance financial accounting in Abubakar Tafawa Balewa University Bauchi, Nigeria. Jurnal Psikologi Malaysia, 31(2), 12-20.
İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
Jeong, G.-C. (2016). Relationships among mental health, internet addiction, and smartphone addiction in university students. J. Korea Contents Assoc. 16, 655–665. https://doi.org/10.5392/JKCA.2016.16.04.655
Kim, H. J., Min, J. Y., Kim, H. J., & Min, K. B. (2017). Accident risk associated with smartphone addiction: A study on university students in Korea. J. Behav. Addict. 6, 699–707 https://doi.org/10.1556/2006.6.2017.070
Kim, H. J., Min, J. Y., Kim, H. J., & Min, K. B. (2019). Association between psychological and self-assessed health status and smartphone overuse among Korean college students. J. Ment. Heal. 28, 11–16. https://doi.org/10.1080/09638237.2017.1370641
Kitchenham, B., & Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering (EBSE 2007–001). Tech Rep. https://doi.org/10.1145/1134285.1134500
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
Lai, C. L., & Hwang, G. J. (2014). A learning cycle-based flipped classroom approach to developing students' practical skills in a science course. Journal of Educational Technology & Society, 17(3), 1-12.
Larson, S., & Yamamoto, J. (2013). Flipping the college spreadsheet skills classroom: Initial empirical results. Journal of Emerging Trends in Computing and Information Sciences, 4(10), 751–758.
Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427–453. https://doi.org/10.1007/s11423-016-9502-1
Lee, K. E., Kim, S.-H., Ha, T.-Y., Yoo, Y.-M., Han, J.-J., Jung, J.-H., & Jang, J.-Y. (2016). Dependency on smartphone use and its association with anxiety in Korea. Public Health Rep. 131, 411–41 https://doi.org/10.1177/003335491613100307
Lim, W. P., Loo, J. Y., Lee, K., Pui, H. M., & Ting, T. T. (2021). The impact of social media on student’s academic performance: A survey on TAR UC computing students in Malaysia during COVID-19 pandemic. In Proceedings of the International Conference on Digital Transformation and Applications. https://doi.org/10.56453/icdxa.2021.1017
Lin, L. (2018). Bias caused by sampling error in meta-analysis with small sample sizes. Plos One, 13(9), e0204056. https://doi.org/10.1371/journal.pone.0204056
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. Lucke, T., Keyssner, U., & Dunn, P. (2013). The use of a classroom response system to more effectively flip the classroom. In Frontiers in education conference, 2013 IEEE (pp. 491–495). IEEE. https://doi.org/10.1109/fie.2013.6684872
Mansour, A., Almutairi, H., Alwehaibi, I., Alshowaiman, A., Alsaif, M., & Almutairi, E. (2020). The impact of using social media on the academic performance of Qassim University students, Unaizah, Saudi Arabia. International Journal of Medicine in Developing Countries, 4(12), 2085-2093. https://doi.org/10.24911/ijmdc.51-1600133225
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Rev. Esp. De Nutr. Hum. Y Diet. 20, 148-160. http://www.systematicreviewsjournal.com/content/4/1/1
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
Özen-Ünal, D., Yazıcı, E., & Arabacıoğlu, T. (2023). Implications from a modelling based flipped mathematics course. International e-Journal of Educational Studies, 7 (15), 465-483. https://doi.org/10.31458/iejes.1286927
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Piaget, J. (1973). To understand is to invent: The future of education. Viking Press.
Pierce, R., & Fox, J. (2012). Instructional design and assessment: Vodcasts and active learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1–5.
Pluta, W., Richards, B., & Mutnick, A. (2013). PBL and beyond: Trends in collaborative learning. Teaching and Learning in Medicine, 25(1), 9–16.
Prober, C., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88, 1407–1410.
Samaila, K., Masood, M., & Chau, T. (2021). Enhancing student’s engagement and ICT skills through modified flipped classroom model. 4th International Conference on Education 2021 “Innovative and Sustainable Education in Times of Challenges,” 78–87.
Shen, J. (2019). Social-media use and academic performance among undergraduates in biology. Biochemistry and Molecular Biology Education, 47(6), 615-619.
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43–53. https://doi.org/10.5204/ssj.v8i2.381
Sofroniou, A. (2020). Learning and engagement in the flipped classroom of analytical mathematics. Journal of Education, Society and Behavioural Science, 33(11), 93–111.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171–193.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 2-285.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193–199.
Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom — take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880–887. https://doi.org/10.17507/tpls.0807.21
Yoo, J. H., Cheon, E. Y., & Kim, H. (2020). Effects of empathy, self-control, and smartphone dependency on interpersonal relationship in nursing students. J. Korea Acad. Ind. Coop. Soc. 21, 82–90. https://doi.org/10.5762/KAIS.2020.21.4.82
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17.
Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. J Educ Technol Soc. 20, 89-100.
Zhonggen, Y., & Guifang, W. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Educ Technol Soc. 19, 298-312.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitimde Program Geliştirme, Öğretim Kuramları, Öğretim Tasarımı

Bölüm

Araştırma Makalesi

Yazarlar

Metin Kus ^*
0000-0002-7292-825X
Türkiye

Erken Görünüm Tarihi

10 Mart 2025

Yayımlanma Tarihi

21 Mart 2025

Gönderilme Tarihi

24 Ocak 2025

Kabul Tarihi

28 Şubat 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 13 Sayı: 25

DOI

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

IZ

https://izlik.org/JA44TH49TZ

APA

Kus, M. (2025). Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study. Journal of Computer and Education Research, 13(25), 628-653. https://doi.org/10.18009/jcer.1625784

AMA

1.Kus M. Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study. JCER. 2025;13(25):628-653. doi:10.18009/jcer.1625784

Chicago

Kus, Metin. 2025. “Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study”. Journal of Computer and Education Research 13 (25): 628-53. https://doi.org/10.18009/jcer.1625784.

EndNote

Kus M (01 Mart 2025) Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study. Journal of Computer and Education Research 13 25 628–653.

IEEE

[1]M. Kus, “Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study”, JCER, c. 13, sy 25, ss. 628–653, Mar. 2025, doi: 10.18009/jcer.1625784.

ISNAD

Kus, Metin. “Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study”. Journal of Computer and Education Research 13/25 (01 Mart 2025): 628-653. https://doi.org/10.18009/jcer.1625784.

JAMA

1.Kus M. Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study. JCER. 2025;13:628–653.

MLA

Kus, Metin. “Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study”. Journal of Computer and Education Research, c. 13, sy 25, Mart 2025, ss. 628-53, doi:10.18009/jcer.1625784.

Vancouver

1.Metin Kus. Effectiveness of the Flipped Classroom Model in Higher Education: A Meta Analysis Study. JCER. 01 Mart 2025;13(25):628-53. doi:10.18009/jcer.1625784

Cited By

The Effects of the Station Technique in a Flipped Classroom on Academic Achievement and Student Experiences in a Special Education Course

International e-Journal of Educational Studies

https://doi.org/10.31458/iejes.1772148

Learning With Video in Psychology Classes: Correlates of Cognitive and Metacognitive Learning Outcomes and Cognitive Load

Psychology Learning & Teaching

https://doi.org/10.1177/14757257251411166

Integrating generative AI with the flipped classroom teaching model: enhancing emotional well-being and student achievement

Cogent Education

https://doi.org/10.1080/2331186X.2026.2658290

STUDY OF UNIVERSITY STUDENTS’ ATTITUDE TO FLIPPED CLASSROOMS

The Modern Higher Education Review

https://doi.org/10.28925/2617-5266/2025.1010

Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.

Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır. ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "

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

Öz

Anahtar Kelimeler

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

Öz

Anahtar Kelimeler

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

The Effects of the Station Technique in a Flipped Classroom on Academic Achievement and Student Experiences in a Special Education Course

Learning With Video in Psychology Classes: Correlates of Cognitive and Metacognitive Learning Outcomes and Cognitive Load

Integrating generative AI with the flipped classroom teaching model: enhancing emotional well-being and student achievement

STUDY OF UNIVERSITY STUDENTS’ ATTITUDE TO FLIPPED CLASSROOMS