A systematic review and meta-analysis on flipped learning in science education

Abstract

This essay conducted a systematic review and meta-analysis on the publication of science flipped classroom in K12 and tertiary education settings. The studies included in the review followed the criteria of 1) using pre-class instructional materials 2) having face-to-face lecture time. Four major issues were examined: 1) types of instructional activities applied in the flipped design, 2) the effect of flipped classroom on student academic performance, 3) the benefits of science flipped classroom, 4) the challenges of science flipped classroom. A meta-analysis of 28 experimental studies showed a significant effect in flipped classroom compared to traditional classroom (Hedges’ g = 0.415, 95% CI [0.284, 0.546]). A broader qualitative analysis was conducted based on 62 studies. The result indicated that the major benefits of flipped science classroom included higher flexibility to learn outside lecture time, greater participation and engagement in class, and supporting the understanding of lecture content. The top challenges identified were students’ unfamiliarity with flipped approach, teachers’ high workload, and the poor management of students’ learning behavior. Guidelines were developed based on the findings, mainly suggesting to prepare lecture videos, seek technical and instructional support, and adopt collaborative problem-solving activities.