Effect of Teaching with Flipped Class-room Model: A Meta Analysis

Abstract

The flipped classroom model has been used by a number of the teachers for active learning and better understanding of the students. In this approach, the students learn the video-based subject content prior to in-class session and participate in collaborative learning activities during the class. The class time is utilized for activities, games and discussion. This model is increasingly used for teaching and learning purpose in developed countries where technology is highly integrated in education. This article is meta-analysis of already conducted experimental studies to highlights the academic, social and emotional development of students during experiments. The reviewed articles were searched on 4 data bases and 12 journal articles, based on experimentation. These articles contained a variety of the subjects taught to students from primary level to Higher education. The results suggested that students in flipped classroom were more active, engaged, motivated, and interactive and academically they were better performer. It is concluded that flipped classroom model increases academic achievement and improve social and emotional development of students. However there are some limitations of the flipped classroom model as students are not aware of self-learning/autonomous learning. Teachers need training for material selection, development, and presentation in videos. The review of qualitative researches would explore more benefits of flipped class rooms on learning, behavior, attitude and personality of the students.