Effectiveness of Flipped Classroom on Students’ Learning Outcome in Vocational High School: A Meta-Analysis

Abstract

Vocational High School (VHS) has an essential role in preparing graduates for work and reducing unemployment. Therefore, designing suitable instruction is needed to prepare students to master competencies. Determining the learning model is a strategy in instructional design to improve learning outcomes. Through several empirical studies, Flipped Classroom is one of the effective models in vocational high school today. However, no meta-analysis has been published that specifically examines the effect of flipped classroom on VHS students’ learning outcomes. This study aimed to summarize the overall effects of Flipped Classroom model at VHS in various majors with a meta-analysis approach. Nineteen studies from seventeen articles were selected based on established criteria. The results show that Flipped Classroom had a significant effect with ES = 1.678 and SE = 0.282. In addition, this study proved to be varied by using heterogeneity test (Q = 289.669, df = 18, p < .001) and free from publication bias by using fail-safe N approaches (fail-safe N value= 2476, p < 0.001).