Abstract
The design of the flipped classroom (FC) as a pedagogical approach is becoming increasingly prevalent in mathematics education. However, although many studies have been conducted on whether FCs are more effective in improving mathematics achievement compared to traditional lectures, the results are not consistent. To address this issue, this meta-analysis examined the overall effect of flipped mathematics classrooms on student achievement, in addition to a set of moderating variables. Our analysis included thirty-seven experimental studies with forty effect sizes, comparing flipped and traditional classrooms in K-12 and tertiary mathematics education. The meta-analysis revealed an overall statistically significant FC effect of g = 0.402, indicating a marginally moderate effect size. The effect sizes were also significantly moderated by education level and mathematics content area. No evidence of publication bias was found in the data set. We concluded by discussing employment of the FC model in the contexts of mathematics education and offering suggestions for future research.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Change history
30 June 2022
A Correction to this paper has been published: https://doi.org/10.1007/s10639-022-11187-1
References
Akyuz, G., & Berberoglu, G. (2010). Teacher and classroom characteristics and their relations to mathematics achievement of the students in the TIMSS. New Horizons in Education, 58(1), 77–95.
Australian Academy of Science (2006). The critical nature of Mathematical Sciences. Retrieved March 1, 2020, from https://review.ms.unimelb.edu.au/FullReport2006.pdf.
Baki, A. (2018). Mathematics teaching knowledge. PegemA.
Bart, M. (2014). Blended and flipped: Exploring new models for effective teaching and learning. Faculty focus (Special Report). Magna Publications.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Internal Society for Technology in Education.
Borenstein, M., Hedges, L. V., Higgins, J., & Rothstein, H. R. (2010). A basic introduction to fixed effect and random-effects models for meta-analysis. Research Synthesis Methods, 1(2), 97–111.
Chen, L., Chen, T. L., & Chen, N. S. (2015). Students’ perspectives of using cooperative learning in a flipped statistics classroom. Australasian Journal of Educational Technology, 31(6), 621–640.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793–824.
Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-020-10394-y
Fredriksen, H., & Hadjerrouit, S. (2020). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology, 51(4), 520–541. https://doi.org/10.1080/0020739X.2019.1591533
Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting flipped classroom into practice: A comprehensive review of empirical research. In D. Sampson, D. Ifenthaler, J. Spector, & P. Isaías (Eds.), Digital technologies: sustainable innovations for improving teaching and learning. Cham: Springer. https://doi.org/10.1007/978-3-319-73417-0_2
Hartyányi, M., Balassa, S., Babócsy, C., Téringer, A., Ekert, S., Coakley, D., ... & Jiménez García, E. (2018). Innovating Vocational Education: Flipped classroom in practice. Retrieved from http://mek.oszk.hu/19700/19778/19778.pdf.
Hornik, S., & Tupchiy, A. (2006). Culture's impact on technology mediated learning: The role of horizontal and vertical individualism and collectivism. Journal of Global Information Management, 14(4), 31–56.
Ishak, T., Kurniawan, R., Zainuddin, Z., & Keumala, C. M. (2020). The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students’ perceived need satisfaction. Journal of Pedagogical Research, 4(1), 1–11. https://doi.org/10.33902/jpr.v4i1.145
Jensen, J. L., Holt, E. A., Sowards, J. B., Ogden, T. H., & West, R. E. (2018). Investigating strategies for pre-class content learning in a flipped classroom. Journal of Science Education and Technology, 27(6), 523–535.
Karagol, İ., & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education, 34(3), 708–727. https://doi.org/10.16986/HUJE.2018046755
Kindle, J., & Gentimis, T. (2018). Florida poly primers: Calculus. PRIMUS, 28(7), 652–669. https://doi.org/10.1080/10511970.2017.1388320
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. https://doi.org/10.1016/j.compedu.2014.05.009
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis, AERA Open, 5(3), 1–17.
Lahann, P., & Lambdin, D. V. (2020). Collaborative learning in mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-15789-0_23
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE Publications, Inc.
Littel, H. J., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. Oxford University Press.
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International Journal of Surgery, 8(5), 336–341.
Načinović-Braje, I., Klindžić, M., & Galetić, L. (2019). The role of individual variable pay in a collectivistic culture society: An evaluation. Economic Research-Ekonomska istraživanja, 32(1), 1352–1372.
Nortvedt, G. A., Gustafsson, J. E., & Lehre, A. C. W. (2016). The importance of instructional quality for the relation between achievement in reading and mathematics. In T. Quality (Ed.), Instructional Quality and Student Outcomes (pp. 97–113). Springer, Cham.
Ogden, L. (2015). Student perceptions of the flipped classroom in college algebra. PRIMUS, 25(9-10), 782–791.
Resnick, L. B., & Zurawsky, C. (2003). Class size: Counting students can count. American Educational Research Association, 1(2), 1–4.
Rosenthal, R. (1991). Meta-analytic procedures for social research. Sage.
Sagenmüller, I. (2020). Six types of flipped classroom to innovate in higher education. Retrieved January 03, 2020, from https://www.u-planner.com/en-us/blog/flipped-classroom-six-types.
Shambaugh, N. (2020). Questioning Prompts to examine blended PK-20 learning environments. In Kyei-Blankson, L., Ntuli, E., & Nur-Awaleh, M. A. (Eds.), Emerging Techniques and Applications for Blended Learning in K-20 Classrooms (pp. 1-20). IGI Global. doi: https://doi.org/10.4018/978-1-7998-0242-6.ch001
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103.
Steiner, L. A. (2007). The effect of personal and epistemological beliefs on performance in a college developmental mathematics class. Unpublished doctoral dissertation, Kansas State University. Retrieved February 01, 2020, from https://core.ac.uk/download/pdf/5164383.pdf.
Sterne, J. A., & Egger, M. (2001). Funnel plots for detecting bias in meta-analysis: guidelines on choice of axis. J Clin Epidemiol., 54(10), 1046–1055. https://doi.org/10.1016/s0895-4356(01)00377-8
Strayer, J. F., Hart, J. B., & Bleiler, S. K. (2015). Fostering instructor knowledge of student thinking using the flipped classroom. PRIMUS, 25(8), 724–735.
Strelan, P., Osborn, A., & Palmer, E. (2020a). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Strelan, P., Osborn, A., & Palmer, E. (2020b). Student satisfaction with courses and instructors in a flipped classroom: A meta-analysis. Journal of Computer Assisted Learning, 36(3), 295–314. https://doi.org/10.1111/jcal.12421
Sullivan, P., Tobias, S., & McDonough, A. (2006). Perhaps the decision of some students not to engage in learning mathematics in school is deliberate. Educational Studies in Mathematics, 62(1), 81–99.
Tan, C., Yue, W. G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200.
Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397–411.
Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved February 27, 2020, from http://work-learning.com/effect_sizes.htm.
Thompson, C. J., & McCann, P. (2010). Redesigning college algebra for student retention: Results of a quasi-experimental research study. MathAMATYC Educator, 2(1), 34–38.
Tomas, L., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 5. https://doi.org/10.1186/s41239-019-0135-4
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281.
van de Walle, J. A. (2007). Elementary and middle school mathematics. teaching developmentally (6th ed.). Pearson.
Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE—Life Sciences. Education, 14(3), ar26.
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1–15.
Further reading (studies that are included in the meta analysis)
Adams, C., & Dove, A. (2018). Calculus students flipped out: The impact of flipped learning on calculus students' achievement and perceptions of learning. Primus, 28(6), 600-615. doi: https://doi.org/10.1080/10511970.2017.1332701
Amstelveen, R. (2019). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24(2), 1337-1350. https://doi.org/10.1007/s10639-018-9834-z
Anderson, L., & Brennan, J. P. (2015). An experiment in “flipped” teaching in freshman calculus. PRIMUS, 25(9-10), 861-875. https://doi.org/10.1080/10511970.2015.1059916
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 124–132.
Braun, I., Ritter, S., & Vasko, M. (2014). Inverted classroom by topic – A study in mathematics for electrical engineering students. International Journal of Engineering Pedagogy, 4(3), 11–17. https://doi.org/10.3991/ijep.v4i3.3299
Carter, C. L., Carter, R. L., and Foss, A. H. (2018). The flipped classroom in a terminal college mathematics course for liberal arts students. AERA Open, 4(1), 1-14. https://doi.org/233285841875926.
Casem, R. (2016). Effects of flipped instruction on the performance and attitudes of high school students in mathematics. European Journal of STEM Education, 1(2), 37–44.
Chien, C.-F., & Hsieh, L.-H. C. (2018). Exploring university students’ achievement, motivation, and receptivity of flipped learning in an engineering mathematics course. International Journal of Online Pedagogy and Course Design (IJOPCD), 8(4), 22–37.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
Collins B. V. C. (2019) Flipping the precalculus classroom, International Journal of Mathematical Education in Science and Technology, 50(5), 728-746, https://doi.org/10.1080/0020739X.2018.1535098
DeSantis, J., Van Curen, R., Putsch, J., & Metzger, J. (2015). Do students learn more from a flip? An exploration of the efficacy of flipped and traditional lessons. Journal of Interactive Learning Research, 26(1), 39-63.
Dove, A., & Dove, E. (2015). Examining the influence of a flipped mathematics course on preservice elementary teachers' mathematics anxiety and achievement. Electronic Journal of Mathematics & Technology, 9(2), 166–179.
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. PRIMUS, 25(9-10), 814-832. https://doi.org/10.1080/10511970.2015.1046003
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1), 1-33. https://doi.org/10.1080/10691898.2015.11889723
Heuett, W. J. (2017). Flipping the math classroom for non-math majors to enrich their learning experience. PRIMUS, 27(10), 889-907. https://doi.org/10.1080/10511970.2016.1256925
Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Educational Technology & Society, 20(1), 184–197.
Kennedy, E., Beaudrie, B., Ernst, D. C., & St. Laurent, R. (2015). Inverted pedagogy in second semester calculus. PRIMUS, 25(9-10), 892–906. https://doi.org/10.1080/10511970.2015.1031301
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: an experience in a level one statistics unit. Journal of University Teaching & Learning Practice, 15(3). Retrieved March 02, 2020, from https://ro.uow.edu.au/jutlp/vol15/iss3/3.
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: Analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32(3–4), 201–223. https://doi.org/10.1080/07380569.2015.1093902
Li, Y. B., Zheng, W. Z., & Yang, F. (2017). Cooperation learning of flip teaching style on the MBA mathematics education efficiency. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6963–6972. https://doi.org/10.12973/ejmste/76878.
Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers and Education, 118, 150–165. https://doi.org/10.1016/j.compedu.2017.12.003
Lopes, A. P., Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. The International Journal of Management Education, 16(1), 105-113. https://doi.org/10.1016/j.ijme.2018.01.001
Maciejewski, W. (2016). Flipping the calculus classroom: An evaluative study. Teaching Mathematics and Its Applications, 35(4), 187–201. https://doi.org/10.1093/teamat/hrv019
Mattis, K. V. (2015). Flipped classroom versus traditional textbook instruction: Assessing accuracy and mental effort at different levels of mathematical complexity. Technology, Knowledge and Learning, 20(2), 231-248. https://doi.org/10.1007/s10758-014-9238-0
Murphy, J., Chang, J.-M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science & Technology, 47(5), 653–673. https://doi.org/10.1080/0020739X.2015.1102979.
Overmyer, J. (2015). Research on flipping College Algebra: Lessons learned and practical advice for flipping multiple sections. PRIMUS, 25(9–10), 792–802. https://doi.org/10.1080/10511970.2015.1045572
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10–15. https://doi.org/10.1177/0098628315620063
Petrillo, J. (2016). On flipping first-semester calculus: A case study. International Journal of Mathematical Education in Science & Technology, 47(4), 573–582. doi: https://doi.org/10.1080/0020739X.2015.1106014.
Schroeder, L. B., McGivney-Burelle, J., & Xue, F. (2015). To flip or not to flip? An exploratory study comparing student performance in calculus I. PRIMUS, 25(9–10), 876–885. https://doi.org/10.1080/10511970.2015.1050617.
Scott, C. E., Green, L. E., & Etheridge, D. L. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom. Journal of Applied Research in Higher Education, 8(2), 252–264. https://doi.org/10.1108/JARHE-04-2015-0024.
Turner, M. J., & Webster, R. (2017). An evaluation of flipped courses in electrical engineering technology using course learning outcomes and student course assessments. Journal of Engineering Technology, 34(2), 34–43.
Van Sickle, J. (2016). Discrepancies between student perception and achievement of learning outcomes in a flipped classroom. The Journal of Scholarship of Teaching and Learning, 16(2), 29–38. https://doi.org/10.14434/josotl.v16i2.19216
Wasserman, N., Quint, C., Norris, S., & Carr, T. (2017). Exploring flipped classroom instruction in calculus III. International Journal of Science and Mathematics Education, 15(3), 545–568. https://doi.org/10.1007/s10763-015-9704-8
Wei, X., Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68, 1461–1484. https://doi.org/10.1007/s11423-020-09752-x
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. PRIMUS, 25(9–10), 907–921. https://doi.org/10.1080/10511970.2015.1031307
Yousefzadeh, M., & Salimi, A. (2015). The effect of flipped learning (revised learning) on Iranian students' learning outcomes. Advances in Language and Literary Studies, 6(5), 209–213.
Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. PRIMUS, 25(9–10), 847–860. https://doi.org/10.1080/10511970.2015.1031305.
Data availability statement
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest statement
The authors declare that they have no conflict of interest.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Güler, M., Kokoç, M. & Önder Bütüner, S. Does a flipped classroom model work in mathematics education? A meta-analysis. Educ Inf Technol 28, 57–79 (2023). https://doi.org/10.1007/s10639-022-11143-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-11143-z