The effectiveness of flipped classroom on autonomous learning ability: a meta-analysis

Abstract

In order to investigate the overall effectiveness of the flipped classroom in improving the autonomous learning ability of students, a Meta-analysis of 46 independent samples from 40 studies published by the international academic community from 2015 to 2023 was carried out with Review manager 5.4 software. The Meta-analysis results showed that the pooled effect size of 46 independent samples was SMD = 0.63, P < 0.05, indicating that the flipped classroom had a moderately high promotion effect on students’ autonomous learning ability. The results of subgroup analysis of 46 experimental variables also suggested that the influence of flipped classroom on students’ autonomous learning ability was not restricted by the moderating variables such as experimental period, education level, Implementation form and measuring tools, sub-factors such as discipline, sample size and ways of acquiring instructional videos have great influence on students’ autonomous learning ability. The main performance is: physics, chemistry, mathematics and English as the representative of the language course effect is good; The effect of small class teaching with less than 50 students and about 25 students is better than that of large class. The flipped classroom teaching without the help of teaching technology platform and self-made video has a greater role in improving students’ independent learning ability.