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

TitleA systematic review and meta-analysis on flipped learning in science education
Authors
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Zhang, S.. (2018). A systematic review and meta-analysis on flipped learning in science education. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThis 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.
DegreeMaster of Science in Information Technology in Education
SubjectFlipped classrooms
Study and teaching - Science
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/265828

 

DC FieldValueLanguage
dc.contributor.authorZhang, Shuhan-
dc.date.accessioned2018-12-11T05:53:14Z-
dc.date.available2018-12-11T05:53:14Z-
dc.date.issued2018-
dc.identifier.citationZhang, S.. (2018). A systematic review and meta-analysis on flipped learning in science education. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/265828-
dc.description.abstractThis 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. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshFlipped classrooms-
dc.subject.lcshStudy and teaching - Science-
dc.titleA systematic review and meta-analysis on flipped learning in science education-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Science in Information Technology in Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2018-
dc.identifier.mmsid991044057362603414-

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