THE META-ANALYSIS OF THE STUDIES ABOUT THE EFFECTS OF FLIPPED LEARNING ON STUDENTS’ ACHIEVEMENT

Abstract

The aim of this research is to analyze the effect of the flipped learning model on the academic success of students. In this research featuring a descriptive survey model, a quantitative research method has been used. While criterion sampling method has been used for selecting the sample of this research, meta-analysis has been used to analyze the data. The inclusion and exclusion criteria of this study were as follows: Sources must be an article or a thesis; be studies performed in Turkey; have been published between 2014 and 2018; be open-access; the sampling must consist of students; they must examine the effect of the flipped learning model on success; have an experimental design; have pretest/posttest experimenting and a control group design; include data such as pretest and posttest standard deviation, arithmetic average, and sample size. 14 articles and 11 theses, 25 studies formed the study group. Document review technique has been used as data collection technique. As data collection tool, 'meta-analysis form' developed by the researchers has been used. Effect size values and unified effect sizes were calculated using Comprehensive Meta-Analysis (CMA) Software. After analysis was conducted based on the random effects model, it was determined that the effect of the flipped learning model on students' success is medium (Hedge's g=0.713). It has been seen that the variables of study type, educational level, and year do not have a significant effect on success (p>0.05). When the effect sizes were examined by year, newer studies had larger effect sizes, while the studies conducted with students at primary-secondary levels and with high school degrees had larger effect size averages.