Comparing the effectiveness of the flipped classroom model and the traditional instruction model: A meta-analysis

Abstract

The flipped classroom model has been increasingly implemented in the teaching and learning process at all levels with a view to improving the teaching and learning process, particularly in the present circumstances. Despite the prevalence of the view that the implementation of this approach eliminates the key disadvantages of traditional teaching such as the passivization of students, it is advisable to verify this in practice. In order to examine the effectiveness of the implementation of the flipped classroom model, it is necessary to consider the results of students' learning and their motivation for learning relative to the traditional instruction model. This paper aims to provide insight into the current situation through the systematization of the results of some past research focusing on comparing the implementation of the flipped classroom model and the traditional instruction model in terms of their effects on internal motivation for learning and student achievement on knowledge assessment tests. The results of the conducted meta-analysis of 22 research papers suggest that the implementation of the flipped classroom contributes to the strengthening of students' internal motivation and their higher achievement.