Abstract The Flipped Classroom design has arguably revolutionized teaching across the globe. In this article we report the first comprehensive meta-analysis of its effects on student performance, relative to traditional teaching models, across disciplines and education level. We included 198 studies comprising 33,678 students in our meta-analysis. There were 174 studies conducted at the tertiary level, 21 at secondary, and three at primary school level. Overall, the flipped classroom had a moderate positive effect (g = .50) on student performance. The flipped classroom was beneficial regardless of discipline, with effect sizes ranging from weak (i.e., for IT, g = 0.30; k = 14) to strong (i.e., for humanities, g = 0.98; k = 34). Testing of other moderators relating to group sizes, in-class activities, pre-class testing, and the sophistication of a flipped classroom design provide evidence to suggest that the primary contributing factor to the flipped classroom effect is the opportunity it provides for structured, active learning and problem-solving.

中文翻译：

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翻转课堂：跨学科和教育水平对学生表现影响的元分析

摘要 翻转课堂的设计可以说彻底改变了全球的教学。在这篇文章中，我们报告了它对学生表现的影响的第一次综合元分析，相对于传统教学模式，跨学科和教育水平。我们在荟萃分析中纳入了 198 项研究，包括 33,678 名学生。在高等教育阶段进行了 174 项研究，中学阶段进行了 21 项研究，小学阶段进行了 3 项研究。总体而言，翻转课堂对学生的表现有中等的积极影响 (g = .50)。无论学科如何，翻转课堂都是有益的，其效果大小从弱（即，对于 IT，g = 0.30；k = 14）到强（即，对于人文学科，g = 0.98；k = 34）不等。测试与小组规模、课堂活动、课前测试、