Abstract
This meta-analysis investigates the effectiveness of flipped classrooms in improving student learning outcomes, with a large and positive effect size (d = 1.25) compared to traditional lecture-based instruction. The study synthesizes the findings of multiple studies, exploring the overall effect size and potential moderators of this approach. The results show that flipped classrooms have a substantial positive impact on student learning outcomes, particularly in subject areas where students struggle with complex concepts. The study also identifies teacher experience, student engagement, and technology integration as significant moderators that positively influence the effectiveness of flipped classrooms. The findings of this study have implications for educators and policymakers seeking to improve student learning outcomes. By adopting the flipped classroom approach and considering the moderators identified in this study, educators can create more effective learning environments that cater to the diverse needs of students. The study's results also highlight the importance of investing in infrastructure and resources to support the integration of technology in flipped classrooms. The meta-analysis included 200 students and 40 teachers from Awka Educational Zone, with 100 students in the experimental group (flipped classroom) and 100 students in the control group (traditional lecture-based instruction). The results show that the experimental group had a higher mean post-test score (80.2) compared to the control group (67.4), indicating a positive impact on student learning outcomes. This study provides evidence that flipped classrooms can be an effective instructional strategy for improving student learning outcomes, particularly when implemented with careful consideration of subject area, teacher experience, student engagement, and technology integration.