The effectiveness of the flipped learning model in higher education: A meta-analysis study

Mehmet Aslan

Makale detayları

The effectiveness of the flipped learning model in higher education: A meta-analysis study

Yazarlar:

Mehmet Aslan

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Yükseköğretim Çalışmaları (Diğer)

Dergi:

Yıldız Eğitim Araştırmaları Dergisi Vol.9 Issue 1, pp.20-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321016

pISSN:

2564-7431

Anahtar kelimeler:

Özet:

 This study aimed to examine the effect of the flipped learning FL model on academic success in higher education. For this purpose, the meta-analysis method is used to synthesize the results of similar studies conducted in this field. In the framework of the purposes of the research, the field survey was conducted within the scope of the inclusion and exclusion criteria determined before the research. As a result of the screening, 34 studies were included in this meta-analysis study. Numerical data obtained from these studies are entered into the Comprehensive Meta-Analysis Software CMA package program. Whether the studies included in the study have publication bias; Funnel plot, Begg and Mazumdar rank correlations and Classic Fail-Safe N test are used. As a result of the tests, it is concluded that there is no publication bias. The overall effect size is calculated based on the individual effect sizes and variances calculated from the studies included in the meta-analysis. As a consequence of the analysis, it is concluded that the FL model is a highly effective model E1.003 on academic success at the higher education level. On that occasion, Analogue ANOVA test was performed for subgroup analyses. Consequently, it is concluded that the publication type variable and the course type variable play a moderating role on academic success at the higher education level.

 This study aimed to examine the effect of the flipped learning FL model on academic success in higher education. For this purpose, the meta-analysis method is used to synthesize the results of similar studies conducted in this field. In the framework of the purposes of the research, the field survey was conducted within the scope of the inclusion and exclusion criteria determined before the research. As a result of the screening, 34 studies were included in this meta-analysis study. Numerical data obtained from these studies are entered into the Comprehensive Meta-Analysis Software CMA package program. Whether the studies included in the study have publication bias; Funnel plot, Begg and Mazumdar rank correlations and Classic Fail-Safe N test are used. As a result of the tests, it is concluded that there is no publication bias. The overall effect size is calculated based on the individual effect sizes and variances calculated from the studies included in the meta-analysis. As a consequence of the analysis, it is concluded that the FL model is a highly effective model E1.003 on academic success at the higher education level. On that occasion, Analogue ANOVA test was performed for subgroup analyses. Consequently, it is concluded that the publication type variable and the course type variable play a moderating role on academic success at the higher education level.

 This study aimed to examine the effect of the flipped learning FL model on academic success in higher education. For this purpose, the meta-analysis method is used to synthesize the results of similar studies conducted in this field. In the framework of the purposes of the research, the field survey was conducted within the scope of the inclusion and exclusion criteria determined before the research. As a result of the screening, 34 studies were included in this meta-analysis study. Numerical data obtained from these studies are entered into the Comprehensive Meta-Analysis Software CMA package program. Whether the studies included in the study have publication bias; Funnel plot, Begg and Mazumdar rank correlations and Classic Fail-Safe N test are used. As a result of the tests, it is concluded that there is no publication bias. The overall effect size is calculated based on the individual effect sizes and variances calculated from the studies included in the meta-analysis. As a consequence of the analysis, it is concluded that the FL model is a highly effective model E1.003 on academic success at the higher education level. On that occasion, Analogue ANOVA test was performed for subgroup analyses. Consequently, it is concluded that the publication type variable and the course type variable play a moderating role on academic success at the higher education level.

 Bu çalışmada ters yüz öğrenme TYÖ modelinin yükseköğretimde akademik başarı üzerindeki etkisini araştırmak amaçlanmıştır. Bu amaç çerçevesinde bu alanda yapılmış benzer çalışmaların sonuçlarını sentezlemek için meta analiz yönteminden yararlanılmıştır. Araştırmanın amaçları çerçevesinde, araştırma öncesinde belirlenen dahil edilme ve hariç tutulma kriterleri kapsamında alan taraması yapılmıştır. Yapılan tarama sonucunda 34 araştırma bu meta analiz çalışmasına dahil edilmiştir. Bu çalışmalardan elde edilen sayısal veriler, Comprehensive Meta-Analysis Software CMA paket programına girilmiştir. Çalışmaya dahil edilen araştırmaların yayın yanlılığı olup olmadığı; Huni grafiği, Begg ve Mazumdar sıra korelasyonları ve Classic Fail-safe N testine başvurulmuştur. Yapılan testler sonucunda yayın yanlılığı olmadığı kanaatine varılmıştır. Meta analize dahil edilen araştırmalardan hesaplanan bireysel etki büyüklüklerinden ve varyanslardan hareketle genel etki büyüklüğü hesaplanmıştır. Yapılan analizler sonucunda TYÖ modelinin yükseköğretim düzeyinde akademik başarı üzerinde son derece etkili E1,003 bir model olduğu sonucuna ulaşılmıştır. Daha sonra alt grup analizleri için Anolog ANOVA testi yapılmıştır. Bu test sonucunda, yayın türü değişkeni ve ders türü değişkeninin, yükseköğretim düzeyinde akademik başarı üzerinde moderatör rol oynadığı sonucu elde edilmiştir.

Makale detayları

The effectiveness of the flipped learning model in higher education: A meta-analysis study

Yazarlar:

Mehmet Aslan

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Yükseköğretim Çalışmaları (Diğer)

Dergi:

Yıldız Eğitim Araştırmaları Dergisi Vol.9 Issue 1, pp.20-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321016

pISSN:

2564-7431

Flipped classroom

Meta-analysis

Academic successTersyüz öğrenme

Meta analiz

Akademik başarı

Sayı

Makale detayları

The effectiveness of the flipped learning model in higher education: A meta-analysis study

Yazarlar: Mehmet Aslan

Yayıncı: Yildiz Technical University

Ana Başlıklar: Yükseköğretim Çalışmaları (Diğer)

Dergi: Yıldız Eğitim Araştırmaları Dergisi Vol.9 Issue 1, pp.20-32

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001321016

pISSN: 2564-7431

Flipped classroom

Meta-analysis

Academic successTersyüz öğrenme

Meta analiz

Akademik başarı

Sayı

Yazarlar:

Mehmet Aslan

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Yükseköğretim Çalışmaları (Diğer)

Dergi:

Yıldız Eğitim Araştırmaları Dergisi Vol.9 Issue 1, pp.20-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001321016

pISSN:

2564-7431