Does a Flipped Classroom Model Work in Mathematics Education? A Meta-Analysis

Autor/inn/en	Güler, Mustafa; Kokoç, Mehmet; Önder Bütüner, Suphi
Titel	Does a Flipped Classroom Model Work in Mathematics Education? A Meta-Analysis
Quelle	In: Education and Information Technologies, 28 (2023) 1, S.57-79 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Güler, Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11143-z
Schlagwörter	Flipped Classroom; Mathematics Education; Meta Analysis; Mathematics Achievement; Effect Size; Elementary School Mathematics; Middle School Mathematics; Secondary School Mathematics; College Mathematics + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Mathematische Bildung; Meta-analysis; Metaanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik
Abstract	The design of the flipped classroom (FC) as a pedagogical approach is becoming increasingly prevalent in mathematics education. However, although many studies have been conducted on whether FCs are more effective in improving mathematics achievement compared to traditional lectures, the results are not consistent. To address this issue, this meta-analysis examined the overall effect of flipped mathematics classrooms on student achievement, in addition to a set of moderating variables. Our analysis included thirty-seven experimental studies with forty effect sizes, comparing flipped and traditional classrooms in K-12 and tertiary mathematics education. The meta-analysis revealed an overall statistically significant FC effect of g = 0.402, indicating a marginally moderate effect size. The effect sizes were also significantly moderated by education level and mathematics content area. No evidence of publication bias was found in the data set. We concluded by discussing employment of the FC model in the contexts of mathematics education and offering suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01