A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students' Academic Achievement / Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması

Flipped classroom learning (FCL), which is focused on offering online video lectures and expecting students to work comprehend the material prior coming class, has become a popular strategy in recent years, allowing instructor reinforce it with metacognitive exercises. Thus, this study will analyze 58 research results from 54 quantitative studies published between 2007 2020 determine overall influence of FCL students' academic attainment. Relevant was found using publishing databases. After that, sample meta-analyzed Comprehensive Meta-Analysis software. As moderator factors, kind publishing, educational level, length application were identified. The data indicate that statistically significant student accomplishment (g = 0.976) random-effects model. produced heterogeneous distribution. Additional subgroup analyses Analog ANOVA indicated only variable time application. study's objective contribute increased use flipped classrooms settings due their large impact size success. It pedagogical consequences for teachers extend duration approach order have greater impact.