Currently, the research on the overall effect of flipped instruction on K-12 students’ academic achievement has been insufficient, especially across various subject areas and grade levels. To redress this research gap, this study first synthesised five aspects of research on flipped instruction, including theoretical underpinnings, application across disciplines, implementation benefits of FI, challenges and cautions in implementing FI, and guidelines for effective implementation. The study then reported on a robust variance estimation meta-analysis based on 53 effects from 27 empirical studies. A weighted average effect of \({d}^{\ast} = .54[(SE = .10), p<.001]\) indicated that flipped instruction promoted students’ academic achievement moderately better than traditional classroom instruction. However, publication bias was revealed from the funnel plot, trim-and-fill, and the Egger’s regression test. Given the large unconditional heterogeneity (\({I}^{2}=81.2\%\)), the mixed-effects moderator analysis shows that the publication type (published studies), grade level (middle and high school level), subject area, and study quality significantly moderate the effect size. Only the variable publication type explains a significant degree of effect-size heterogeneity. The implications for better implementing flipped instruction among teachers, school administrators, and policy-makers are discussed.

目前，关于翻转教学对K-12学生学习成绩总体影响的研究还不够，特别是在各个学科领域和年级水平上。为了弥补这一研究差距，本研究首先综合了关于翻转教学的五个方面的研究，包括理论基础，跨学科的应用，金融中介机构的实施收益，实施金融中介机构的挑战和注意事项以及有效实施的指南。然后，该研究报告了一项稳健的方差估计元分析，该分析基于来自27个经验研究的53种影响。\（{d} ^ {\ ast} = 0.54 [（SE = .10），p <.001] \）的加权平均效应表明翻转教学比传统课堂教学对学生的学习成绩有一定的提升。但是，从漏斗图，修剪和填充以及Egger回归测试中可以看出出版偏见。考虑到较大的无条件异质性（\（{I} ^ {2} = 81.2 \％\）），混合效应主持人分析显示出版物类型（已发表的研究），年级（初中和高中水平），主题区域，研究质量显着降低了效应的大小。只有可变的出版物类型解释了显着程度的效应大小异质性。讨论了在教师，学校行政人员和政策制定者中更好地实施翻转教学的意义。