Can the Flipped classroom teaching model really improve students' high-level thinking ability?

——Meta analysis based on 34 experimental or quasi experimental studies

DOI

10.2991/978-94-6463-264-4_49How to use a DOI?

Keywords

Flipped classroom; High order thinking; Meta-analysis

Abstract

Cultivating students' higher-order thinking is one of the basic needs of current social development for education. However, the experimental or quasi experimental studies on the impact of Flipped classroom on students' higher-order thinking at home and abroad are quite different, and have not reached a consistent conclusion. This study utilized meta-analysis methods, utilizing CMA software and Review Manager software to conduct an in-depth analysis of 34 relevant literature both domestically and internationally from 2013 to 2023. The results show that the overall Effect size (SMD) of Flipped classroom on students' higher-order thinking is 0.619, and reaches a significant level. Flipped classroom teaching mode has a positive effect on students' higher-order thinking, In terms of learning stages, Flipped classroom has a significant difference in the impact on students' advanced thinking, especially on students' advanced thinking, There is no significant difference in the impact of Flipped classroom on students' advanced thinking in terms of regions and subject types at home and abroad and in terms of class size, there are significant differences in the impact of Flipped classroom teaching mode on higher-order thinking. Flipped classroom teaching improves students' higher-order thinking more significantly when the class size is smaller. Therefore, it is feasible to use the Flipped classroom teaching model to promote the development of students' high-level thinking, and the impact of class size should be taken into account.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yu-Xuan Fan
AU  - Wei-Xing HU
AU  - Miao-Miao Zhao
PY  - 2023
DA  - 2023/09/28
TI  - Can the Flipped classroom teaching model really improve students' high-level thinking ability?
BT  - Proceedings of the 2023 3rd International Conference on Education, Information Management and Service Science (EIMSS 2023)
PB  - Atlantis Press
SP  - 436
EP  - 445
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-264-4_49
DO  - 10.2991/978-94-6463-264-4_49
ID  - Fan2023
ER  -