摘要：The flipped classroom is a teaching strategy that reconstructs conventional teaching methods and pays attention to students’ active learning. Recently, there have been many studies comparing the effects of flipped and traditional classrooms on students’ learning outcomes, but which is more suitable remains an open issue. This study explored the effect of flipped classrooms on student learning performance compared to traditional classrooms via meta-analysis. Using predefined eligibility criteria to screen the literature, WoS databases were searched for the relevant articles, and 63 experimental articles were included in the meta-analysis. STATA was used to conduct the current meta-analysis. The results indicated that the flipped classroom can improve students’ academic performance. The subgroup analysis showed that the heterogeneity of each subgroup was relatively large, and the sensitivity analysis found that the source of heterogeneity might be caused by the different experimental designs and the specific implementations of the flipped classrooms. The results provide a broad perspective for educators to implement flipped classrooms in the future.
