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

İbrahim Yaşar Kazu; Cemre Kurtoğlu Yalçın

doi:10.19160/e-ijer.1033589

TR EN

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

Öz

Ters yüz sınıf modeli, geleneksel eğitim sürecinin tersine işleyen, öğretmenin rehber öğrencinin aktif olduğu, sınıf içi ve sınıf dışı eğitim faaliyetlerinden oluşan teknoloji tabanlı eğitim yaklaşımlarından biridir. Bu çalışmanın amacı, son dönemde popülerliğini artırmış olan ters yüz sınıf modelinin öğrenci başarısına etkisini araştıran yurt içinde ve yurtdışında yayınlanmış nicel çalışmaların meta-analizini gerçekleştirmektir. Çalışma nicel bulguları sistematik olarak inceleyen meta-analiz yöntemiyle yürütülmüştür. Bu kapsamda ters yüz sınıf modelinin başarıya etkisini raporlamış olan makale ve tezler, ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, PROQUEST, YÖKTEZ veri tabanları taranmış, konu ile ilgili 945 çalışmaya ulaşılmış, kriterlere uygun 54 çalışmadan 58 araştırma bulgusu meta-analiz çalışmasına dahil edilmiştir. Yayın türü, yayın yılı, öğretim kademesi ve uygulama süresi moderatör değişken olarak belirlenmiştir. Veriler CMA programı kullanılarak analiz edilmiştir. Araştırma sonucunda, ters yüz sınıf modelinin öğrenci başarısı zerine etkisi rastgele etkiler modeline göre istatistiksel olarak anlamlı düzeyde yüksek etkiye (Hedges’s g=0,976) sahip olduğu görülmüştür. Ayrıca, meta-analize dahil edilen çalışmalarda raporlanan etki büyüklüklerinin heterojen dağılım gösterdiği gözlemlenmiştir (Qmodel=362,786; df(Q)=57; p= ,000). Yapılan alt grup analizler ile (Analog ANOVA, Meta-Regresyon) meta-analize dahil edilen çalışmalarda raporlanan etki büyüklüklerinin heterojen dağılımının altında yatan sebepler test edilmiştir. Test edilen değişkenlerden sadece uygulama süresi değişkeninin istatistiksel olarak anlamlı olduğu (Qb=9,321; p=0,025) tespit edilmiştir. Ters yüz sınıf modelinin akademik başarı üzerindeki etkisi baz alınarak bu çalışmanın modelin sınıflarda kullanımının artmasını sağlayacağı düşünülmektedir. Çalışmadan elde edilen sonuçlara dayanarak, bu modelin akademik başarı üzerinde etkili olabilmesi için uzun süre uygulanması gerektiği önerilmiştir.

Anahtar Kelimeler

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

Abstract

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

Keywords

Kaynakça

*Akdeniz, E. (2019). The effect of FCL on academic achievement, attitude and permanence. (Unpublished Master’s thesis), Necmettin Erbakan University, Institute of Educational Sciences, Konya.
*Akgün, M., & Atıcı, B. (2016). The effect of reverse–straight classes on students’ academic success and views. Kastamonu Education Journal, 25(1), 329-344.
*Al–Abdullatif, A. M. (2020) Investigating self–regulated learning and academic achievement in an eLearning environment: The case of K–12 FCL, Cogent Education, 7(1), 1-18. https://doi.org/10.1080/2331186X.2020.1835145
*Alamri, M. M. (2019). Students’ academic achievement performance and satisfaction in a FCL in Saudi Arabia. Int. J. Technology Enhanced Learning, 11(1), 103-119.
*Albahuoth, H. (2020). Effectiveness of FCL in developing 11th graders’ grammatical competences in Arabic, Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1821714
Algarni, B. (2018). A meta-analysis on the effectiveness of FCL in mathematics education. In proceedings of the 10th international conference on education and new learning technologies, (pp.7970–7976). https://doi.org/10.21125/edulearn.2018.1852.
Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003.
*Alsancak Sırakaya, D., & Özdemir, S. (2018). The effect of a FCL on academic achievement, self–directed learning readiness, motivation and retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.

*Al–Sudais, T. A. (2019). The impact of FCL approach on collage students’ academic achievement and motivation. The Educational Journal, 33(132), 11-26.
*Aydemir, E. (2019). The impact of FCL approach on the reading and writing achievement, self–regulated learning, and classroom interaction of pre–service English teachers. (Unpublished PhD thesis), Bahçeşehir University, Department of English Language Education, Istanbul.
*Aydın, B. (2016). The effect of FCL on academic achievement, homework / task stress level and learning transfer. (Unpublished Master’s thesis), Süleyman Demirel University, Institute of Educational Sciences, Computer Education and Instructional Technology Department, Isparta.
*Aydın, G. (2016). Investigation of the effect of the FCL on the attitude, self–efficacy perception and success of university students. (Unpublished Master’s thesis), Dokuz Eylul University, Institute of Educational Sciences, Department of Computer Education and Instructional Technology, Computer Education and Instructional Technology Program, Izmir.
Baker, C. (2012). FCLs: Turning learning upside down: trend of “flipping classrooms” helps teachers to personalize education. Deseret news. Retrieved on January 15, 2020, from http://www.deseretnews.com/article/765616415/Flipped–classrooms–Turning–learning–upside–down.html?pg=all
*Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the FCL on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
Bolat, Y. (2016). FCL and education information network. Journal of Human Sciences, 13(2), 3373-3388.
*Bolatlı, Z. & Korucu, A. G. (2020). Determining the academic achievement of students who use FCL method supported by a mobile application and their views on collaborative learning. Bartın University Journal of Faculty of Education, 9(2), 229-251. https://doi.org/10.14686 / buefad.631835
*Bursa, S., & Çengelci Köse, T. (2020). The effect of FCL practices on students’ academic achievement and responsibility levels in social studies course. Turkish Online Journal of Distance Education–TOJDE, 21(4), 143–159.
*Cabı, E. (2018). The impact of the FCL on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 203-221.https://doi.org/10.19173/irrodl.v19i3.3482
Card, N. A. (2012). Applied meta–analysis for social science research. Guilford Publications.
Chang, C. Y., Lee, D.C. Tang, K. Y. & Hwang, G. J. (2021). Effect sizes and research directions of peer assessments: From an integrated perspective of meta-analysis and co-citation network. Computers & Education, 164(2021), 1-15. https://doi.org/10.1016/j.compedu.2020.104123
*Chao, C. Y., Chen, Y. T., & Chuang, K. T. (2014). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Inch. Comput Appl Eng Educ, 23, 514–526. https://doi.org/10.1002 / cae.21622
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers Education, 79, 16–27.
Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., et al. (2018). Academic outcomes of FCL: A meta-analysis. Medical Education, 52(9), 910–924. https://doi.org/10.1111/medu.13616.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the FCL instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research & Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91–115.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hilsdale. NJ: Lawrence Earlbaum Associates, 2.
Cohen, L., & Manion, L. (2001). Research methods in education (5th ed.). New York: Rotledge Falmer.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta–analysis. New York: Routledge.
*Çakır, E., & Yaman, S. (2018). The effect of FCL on students’ science achievement and computer thinking skills. GEFAD / GUJGEF, 38(1), 75–99.
*Çalışkan, E. (2020). The outcomes of flipped learning in information technology course in higher education, International Journal of Education Technology and Scientific Researches, 5(12), 945–958. ISSN: 2587–0238
*Çukurbaşı, B. (2016). The effect of problem–based teaching practices supported by a FCL and lego–logo applications on the success and motivation of high school students. (Unpublished PhD thesis), Sakarya University, Institute of Educational Sciences, Computer Education and Instructional Technology Department, Sakarya.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and integration technology integration in a college–level information systems spreadsheet course. Education Technology Research Development, 61, 563–580.
*Deveci Topal, A., & Akhisar, Ü. (2018). The effect of flipped learning approach on students’ academic achievement: Application of microprocessor / microcontrollers II course. Kocaeli University Journal of Education, 1(2), 135–148.
Dinçer, S. (2014). Applied meta–analysis in educational sciences. Ankara: Pegem Publishing.
*Duman, İ. (2019). The effect of a FCL based on activity–based learning on students’; academic achievement and learning motivation. (Unpublished PhD thesis), Sakarya University, Institute of Educational Sciences, Computer Education and Instructional Technology Department, Sakarya.
*Dursunlar, E. (2018). 7th of the FCL on the social studies academic success of students in the living democracy unit. (Unpublished Master’s thesis), Atatürk University Institute of Educational Sciences Department of Turkish and Social Sciences Education Department of Social Studies Education, Erzurum.
*Elian, S. E. & Hamaidi, D. A. (2018). The effect of using FCL strategy on the academic achievement of fourth grade students in Jordan. IJET, 13(2), 110–125. https://doi.org/10.3991/ijet.v13i02.7816
*Erbil, D. G, & Kocabaş, A. (2019). Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation. Studies in Educational Evaluation, 66. https://doi.org/10.1016/j.stueduc.2020.100878
Field, A. P. (2001). Meta–analysis of correlation coefficients: A Monte Carlo comparison of fixed–and random–effects methods. Psychological Methods, 6, 161–180.
Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth [Flipped learning: Misunderstandings and truths]. Journal of Educational Sciences Research, Journal of Educational Sciences Research, 5(1), 215–229.
*Fraga, L. M. & Harmon, J. (2014). The flipped learning in higher education: an investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18–27. https://doi.org/10.1080 / 21532974.2014.967420
Glass, G. V. (1976). Primary, secondary and meta-analysis of research. Retrieved from http: // stat. smmu.edu.cn/uppic/file/pdf/primary.pdf. on on 30 November 2020.
*Göğebakan Yıldız, D., & Kıyıcı, G. (2016). The effect of the FCL on prospective teachers’ attainment, metacognitive awareness and epistemological beliefs. CBÜ Journal of Social Sciences, 14(3), 406–426. https://doi.org/10.18026 / cbusos.70886
*Gökdas, İ. & Gürsoy, S. (2018). The effect of transformed classroom model in primary schools on academic achievement and motivation in mathematics lesson. Journal of Mediterranean Education Research, 12(26), 159–174. https://doi.org/10.29329 / mjer.2018.172.9
*Hajebi, M. (2020). FCL as a supporting plan for Iranian EFL learners’ English improvement in super intensive courses. Theory and Practice in Language Studies, 10(9), 1101–1105. https://doi.org/10.17507/tpls.1009.13
Hew, K. F., & Lo, C. K. (2018). FCL improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18. https:// doi.org/10.1186/s12909-018-1144-z.
Higgins, J. P, Thompson, S. G, Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta–analysis. British Medical Journal, 2, 557–560.
Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of FCLs in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79, 94–103. https://doi.org/10.1016/j.ijnurstu.2017.11.012.
Hughes, H. (2012). Introduction to flipping the college classroom. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2012, (pp. 2434–2438).
Ioannou, M., & Ioannou, A. (2020). Technology-enhanced embodied learning: designing and evaluating a new classroom experience. Educational Technology & Society, 23(3), 81–94.
*İyitoğlu, O. (2018). The impact of folded classroom model on EFL learners’ academic achievement, attitudes and self–efficacy beliefs: A mixed method study. (Unpublished PhD thesis), Yıldız Technical University Graduate School of Social Sciences Department of Educational Sciences Curriculum and Instruction Program, İstanbul.
Johnston, B. M. (2017). Implementing a FCL approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485–498.
*Kalafat, H. Z. (2019). Investigation of the effect of the mathematics lesson designed with the FCL on the academic success of 7th grade students. (Unpublished Master’s thesis), Marmara University Institute of Educational Sciences, Department of Educational Sciences, Education Programs and Instruction, Istanbul.
*Kaman, N. (2020). An experimental study on the effectiveness of the FCL in teaching English. (Unpublished Master’s thesis), Kırşehir Ahi Evran University, Institute of Social Sciences, Department of Educational Sciences, Educational Programs and Instruction, Kırşehir.
Kang, S., & Shin, I.-S. (2016). The effect of flipped learning in Korea: Meta-analysis https://www.semanticscholar.org/paper/The-Effect-of-Flipped-Learning-in-Korea- %3A-Kang-Shin/6d9d49af1e74a7b6cf6c6f27c24274e6f645d5d8.
Kara, C. O. (2015). Inside out class. Thoracic Surgery Bulletin, 9, 224–228.
*Karabatak, S., & Polat, H. (2019). The effects of the FCL designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 25, 1475–1495. https://doi.org/10.1007/s10639–019–09985–1
Karagöl, İ., & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta–analysis study. Hacettepe University Journal of Education, 34(3), 708–727. https://doi.org/10.16986 / HUJE.2018046755
Kaya, D. (2018). The effect of the flipped learning model on the participation of middle school students in mathematics teaching. Sakarya University Journal of Education, 8(4), 232–249.
Kazu, İ. Y., & Kurtoğlu, C. (2020). Research of flipped classroom based on students’ perceptions. Asian Journal of Education and Training, 6(3), 505-513. https://doi.org/10.20448/journal.522.2020.63.505.513
*Kithinji, M. A. (2020). Effects of flipped learning facets on primary school pupils’ academic achievement in science in Abothuguchi central division Meru country. (Unpublished Master's Dissertation), University of Nairobi.
*Koç Deniz, H. (2019). The effect of game and activity supported FCL on student achievement, problem solving and reflective thinking skills for problem solving in mathematics lesson. (Unpublished PhD thesis), Fırat University, Institute of Educational Sciences, Educational Sciences Department, Educational Programs and Instruction, Elazığ.
Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta–synthesis study. International Journal of Instruction, 12(1), 851–868.
Kurtoğlu Yalçın, C., & Kazu, İ. Y. (2020). A research of flipped classroom: Student engagement-teacher guidance. Lap Lambert Academic Publishing.
Lag, T., & Saele, R. G. (2019). Does the FCL improve student learning and satisfaction? A systematic review and meta–analysis. AERA Open, 5(3), 1-17 https://doi.org/10.1177 / 2332858419870489
Lage, M. J., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43.
*Lai, C. L., & Hwang, G. J. (2016). A self–regulated FCL approach to improving students’ learning performance in a mathematics course. Computers and Education, 100(2016) 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189-204. https://doi.org/10.1108/ITSE-08-2020-0137
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta–analysis. California: Sage Publications.
McLaughlin, J. E, Roth, M. T, Glatt, D. M, Gharkholonarehe, N., Davidson, C. A, Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2014). The FCL: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, California: Sage.
Miller, A. (2012). Re: Five Best Practices for the FCL [Edutopia]. Retrieved from http://www.edutopia.org/blog/flipped–classroom–best–practices–andrew–miller/ on December 15, 2018.
*Najmi, A. H. (2020). The effect of FCL approach on students’ achievement in English language in Saudi Arabian southern border schools. International Education Studies, 13(9), 66–74. https://doi.org/10.5539 / ies.v13n9p66
*Nayci, Ö. (2017). Evaluation of the FCL application in social studies teaching. (Unpublished PhD thesis), Ankara University Institute of Educational Sciences, Department of Education Programs, Program Development in Education, Ankara.
Orhan, A. (2019). The effect of flipped learning on students’ academic achievement: A meta-analysis study. Çukurova University Faculty of Education Journal, 48(1), 368–396. https://doi.org/10.14812/cufej.400919.
*Ök, S. (2019). Investigation of students’ academic achievement and self–regulated learning skills in flipped learning environments. (Unpublished Master’s thesis), Balıkesir University, Institute of Science, Computer Education and Instructional Technologies Department, Balıkesir.
*Özdemir, A. (2016). Blended learning–oriented FCL application in middle school mathematics teaching. (Unpublished PhD thesis), Gazi University, Institute of Education, Ankara.
*Öztürk, S. Y. (2018). The impact of FCL on the academic achievement of student teachers of English. (Unpublished Master’s thesis), Gazi University, Department of English Language Teaching, Ankara.
*Peterson, D. J. (2016). The FCL improves student achievement and course satisfaction in a statistics course: A quasi–experimental study. Teaching of Psychology, 43(1), 10–15. https://doi.org/10.1177 / 0098628315620063
Petitti, D.B. (2001). Approaches to heterogeneity in meta-analysis. Statistics in medicine, 20(23), 3625–3633.
Prasojo, L. D., Habibi, A., Mukminin, A., & Yaakob, M. F. M. (2020). Domains of Technological Pedagogical and Content Knowledge: Factor Analysis of Indonesian In-Service EFL Teachers. International Journal of Instruction, 13(4), 593-608. https://doi.org/10.29333/iji.2020.13437a
Prensky, M. (2001). Digital natives, digital immigrants, On the Horizon, MBC University Press, 9(5), 1–6.
*Sağlam, D., & Arslan, A. (2018). The Effect of FCL on the Academic Achievement and Attitude of Higher Education Students. World Journal of Education, 8(4), 170–176. https://doi.org/10.5430 / wje.v8n4p170
Sağlam, M. & Yüksel, İ. (2007). Meta–analysis and meta–evaluation methods in program evaluation. Dumlupınar University Journal of Social Sciences, 18, 175–188.
*Say, F. S. & Yıldırım, F. S. (2020). FCL implementation in science teaching. International Online Journal of Education and Teaching (IOJET), 7(2), 606–620.
Schlairet, M. C., Green, R., & Benton M. J. (2014). The FCL: strategies for an undergraduate nursing course. Nurse Educ., 39, 321–325.
Seitan, W, I, Ajlouni, A. O, & Al–Shra’h, D. A. (2020). The impact of integrating flipped learning and information and communication technology on the secondary school students’ academic achievement and their attitudes towards it. International Education Studies, 13(2), 1–10. https://doi.org/10.5539 / ies.v13n2p1
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2019). College students’ cognitive learning outcomes in FCL instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7(8), 1-27. https://doi.org/10.1007/s40692-019-00142-8.
Smith, J. S. (2014). Active strategies learning strategies in the physician assistant classroom – the critical piece to a successful FCL. J Physician Assist Educ., 25, 46–49.
*Söğüt, M., & Polat, S. (2020). The effect of using FCL in teaching effective citizenship learning area on students’ academic achievement. OPUS – International Journal of Society Research, 15(24), 2472–2504. https://doi.org/10.26466 / opus.658882
*Şahin, S. (2019). The effect of FCL practices on the academic success of middle school students in programming teaching. (Unpublished Master’s thesis), İnönü University, Institute of Educational Sciences, Computer Education and Instructional Technology Department, Malatya.
*Şahin, Ş. (2020). The effect of FCL applications on the academic achievement and attitudes of middle school seventh grade students towards social studies lessons. (Unpublished Master’s thesis), Sakarya University, Institute of Educational Sciences, Department of Turkish and Social Sciences Education, Department of Social Studies Education, Sakarya.
*Talan, T., & Gülseçen, S. (2019). The effect of a FCL on students’; achievements, academic engagement and satisfaction levels. Turkish Online Journal of Distance Education–TOJDE, 20(4), 31–60.
Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The Effectiveness of the Application of Mathematical Software in Indonesia; A Meta-Analysis Study. International Journal of Instruction, 13(4), 867-884. https://doi.org/10.29333/iji.2020.13453a
Thalheimer, W., & Cook, S. (2002). How to Calculate Effect Sizes from Published Research: A Simplified Spreadsheet. Retrieved on November 30, 2020 from [http://www.worklearning.com/white_papers/effect_sizes/Effect_Sizes_Spreadsh eet.xls].
*Turan, Z. & Göktaş, Y. (2016). The FCL: instructional efficiency and impact of achievement and cognitive load levels, Journal of e–Learning and Knowledge Society, 12(4), 51–62.
Tutal, Ö. & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysis. Asia Pacific Educ. Rev. 22, 655–673. https://doi.org/10.1007/s12564-021-09706-9
*Ugwuanyi, C. S., Nduji, C. C., Elejere, U. C., & Omeke, N. E. (2020). Effect of FCL and think pair share strategy on achievement and retention among senior secondary school physics students. International Journal of Sciences: Basic and Applied Research (IJSBAR), 52(2), 136–148. ISSN 2307–4531.
*Uzun, E. (2019). 7th of the FCL Examination of the effect of applying the classroom social studies course in production, distribution and consumption unit on academic success. (Unpublished Master’s thesis), Aksaray University, Institute of Social Sciences, Department of Social Sciences and Turkish Education, Department of Social Studies Education, Aksaray.
Üstün, U., & Eryılmaz, A. (2014). A Research Method for Effective Research Synthesis: Meta–Analysis. Education and Science, 39(174).
*Webb, M., & Doman, E. (2016). Does the FCL lead to increased gains on learning outcomes in ESL / EFL contexts? The CATESOL Journal, 28(1), 39–67.
*Wei, X., Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk (2020). Effect of the FCL on the mathematics performance of middle school students. Education Tech Research Dev, 68, 1461––1484. https://doi.org/10.1007/s11423–020–09752–x
*Yousefzadeh, M., & Salimi, A. (2015). The effect of flipped learning (revised learning) on Iranian students’ learning outcomes. Advances in Language and Literary Studies, 6(5), 208–213. https://doi.org/10.7575 / aiac.alls.v.6n.5P209
*Yurtlu, S. (2018). Investigation of the effect of FCL on student achievement and views in science education. (Unpublished Master’s thesis), Muş Alparslan University, Institute of Science, Science Education Department, Muş.
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the FCL on students’ learning achievement and learning motivation: A meta–analysis. Educational Technology & Society, 23(1), 1–15.
Zhu, G. (2021). Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students' academic achievement. Education Tech Research Dev, 69, 733–761. https://doi.org/10.1007/s11423-021-09983-6 NOTE: References marked with ‘*’indicate studies included in meta–analysis.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

İbrahim Yaşar Kazu ^*
0000-0002-1039-0482
Türkiye

Cemre Kurtoğlu Yalçın
0000-0002-2148-7466
Türkiye

Yayımlanma Tarihi

28 Şubat 2022

Gönderilme Tarihi

7 Aralık 2021

Kabul Tarihi

14 Ocak 2022

Yayımlandığı Sayı

Yıl 2022 Cilt: 13 Sayı: 1

DOI

https://doi.org/10.19160/e-ijer.1033589

IZ

https://izlik.org/JA38TS94ZM

Kaynak Göster

RIS / Bibtex

APA

Kazu, İ. Y., & Kurtoğlu Yalçın, C. (2022). 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. e-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 85-102. https://doi.org/10.19160/e-ijer.1033589

Cited By

Ters-Yüz Sınıf Modeli ile Desteklenmiş İletişimsel Yaklaşımın Türkçe Öğrenen Yabancı Öğrencilerin Konuşma Becerilerine Etkisi

Mersin Üniversitesi Eğitim Fakültesi Dergisi

https://doi.org/10.17860/mersinefd.1139033

STEM UYGULAMALARININ BİLİMSEL SÜREÇ BECERİLERİNE ETKİSİ: BİR META-ANALİZ ÇALIŞMASI

Elektronik Sosyal Bilimler Dergisi

https://doi.org/10.17755/esosder.1331946