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ERIC Number: EJ1254187
Record Type: Journal
Publication Date: 2019-Oct
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1069-4730
EISSN: N/A
The Impact of Flipped Classrooms on Student Achievement in Engineering Education: A Meta-Analysis of 10 Years of Research
Lo, Chung Kwan; Hew, Khe Foon
Journal of Engineering Education, v108 n4 p523-546 Oct 2019
Background: The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date. Purpose: To address this gap, we examined the findings from comparative articles published between 2008 and 2017 through a meta-analysis to summarize the overall effects of the flipped classroom on student achievement in engineering education. Scope/Method: We searched and analyzed journal and conference publications on flipped classroom studies in engineering education in K-12 and higher education contexts. Twenty-nine comparative interventions were included in a meta-analysis involving 2,590 students exposed to flipped classroom and 2,739 students exposed to traditional lectures. A content analysis was also conducted to determine how the flipped engineering classroom benefits student learning. Conclusions: The meta-analysis comparing these 29 traditional-flipped interventions in relation to student achievement showed an overall significant effect in favor of the flipped classroom over traditional lecturing (Hedges' "g" = 0.289, 95% CI [0.165, 0.414], p < 0.001). A moderator analysis showed that the effect of the flipped classroom was further enhanced when instructors offered a brief review at the start of face-to-face classes. Our qualitative findings suggest that self-paced learning and more problem-solving activities were the two most frequently reported benefits that promoted student learning. Based on quantitative and qualitative support, several implications are identified for future practice, such as offering a brief in-class review of preclass materials. Some recommendations for future research are also provided.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A