A Meta-Analysis of Learning and Moderator Variables in Flipped Education

The concepts and implementation of flipped education have been prevailing globally. However, most studies focus on learning performance with few analyses on moderator variables. The study conducted a meta-analysis to analyze 39 studies published over the 2012-2018 period. Among the 39 studies involving 4662 participants, 33 of the studies analyzed the dependent variable of learning performance, and 6 of the studies analyzed the other dependent variable of higher-order thinking. To further examine the effects, four moderators-education level, scaffolding, subject area, and country, were analyzed to investigate the various effects on learning performance. Overall, flipped education demonstrated a low effect size of 0.31 for learning performance, and a moderate effect size of 0.53 for higher-order thinking. The in-depth results and syntheses of the four moderators and two dependent variables and their implications are discussed.