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Effectiveness of the flipped classroom methodology in the performance of higher educationh students: systematic review with meta-analysis
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Advisor(s)
Abstract(s)
ntroduction: The methodology Flipped Classroom (FC) consists in individual activities that the student
has to do at home through the use of technologies which help the student to prepare for class, and
during classes, activities are performed as more dynamic classes centered on the student. Through the
years, the success has reached the maximum levels of performance and satisfaction in the teaching
sessions in different areas of education compared to the classical methods, and there are no conclusive
and considerable studies that compile and analyze this information succinctly.
Objective: To analyze experimental and quasi-experimental studies that evaluate the methodology
database in FC in performance and student satisfaction in comparison with the expository methodology.
Methodology: This article is a systematic review that analyzes the RCT and Quasi - experimental studies
selected with the methodology FC, which measures the efficacy through the results achieved in the
realization and evaluation of the students. These articles were found in EBSCOhost and PubMed.
Results: We selected 41 articles, that fulfilled all inclusion criteria established by the authors, for the
accomplishment of this systematic review. The results of our meta-analysis, both RCTs and quasi experimental studies, point to a better effectiveness of the FC methodology compared to the expository
methodology in academic performance. However, there is a heterogeneity in planned and developed
activities during class, which means that our conclusions can’t be generalized. The poor methodological
quality of the included studies, especially quasi-experimental studies, does not allow our conclusions
about efficacy to be vigorous. Nevertheless, based on these first promising data, it seems to us that this
methodology offers learning opportunities that aren’t possible in a classroom based on lectures and
subject matter exposition.
Conclusion: Although the articles selected have poor methodological quality, and is necessary more
rigorous investigations on this methodology, we believe that the FC methodology could revolutionize
teaching methods and replace traditional teaching, which is so deeply rooted in today's society and
doesn’t seems to favor the achievement of transversal competences.
Description
Keywords
Flipped classroom Expository methodology Performance Higher education
Citation
Publisher
Proceedings of ICERI2019 Conference