Flipped classroom is an instructional strategy that involves students viewing video-based lectures outside of class, while class time is used for solving problems or group activities. Flipped learning has given an alternative to traditional teaching in recent years, and multiple studies compare the effectiveness of flipped learning to traditional instructional methods. However, the findings reported in these studies are lacking in agreement over the presence and magnitude of a positive impact of flipped learning, often due to underpowered samples. This study addresses lack of strong evidence and uses a meta-analysis to combine results from multiple studies of flipped classrooms amongst chemistry courses throughout high school and college levels. The results of a meta-analysis, the impact of moderating variables, and publication bias analysis will be presented.

Using a meta-analysis to assess the effectiveness of flipped learning in chemistry

255th National Meeting (2018)

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