This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

中文翻译：

---

通过多补充方法评估翻转的课堂模型

进行这项研究是为了确定翻转课堂模型（FCM）在教育环境中的有效性。为此，使用了一种多补充方法（MCA），包括定量（元分析）和定性（主题）方法。MCA包括三个部分，第一部分是补充信息阶段。在这种情况下，使用了来自64个研究的数据，并使用CMA和MetaWin软件对其进行了分析。此外，通过对FCM的三十二项定性研究进行分析并通过内容分析来获得元主题数据。在MCA的第二阶段，进行了涉及FCM实施的实验过程。在第二阶段增加了主题维度，并通过MAXQDA软件进行了分析。在方法的最后阶段，前两个阶段的结果相结合以获得互补和总体结果。研究结果表明，FCM总体上对学业成功有积极影响，因此提出了有关使用FCM和MCA的一些建议。