Effectiveness of Flipped Classroom Model on Mathematics Achievement at the University Level: A Meta-Analysis Study

Abstract

Many studies have been conducted on the differences in the effectiveness of the flipped classroom model compared to traditional learning models on mathematics learning achievement. However, the results of previous studies have inconsistent results. Therefore, this study aims to test the effectiveness of the flipped classroom model on mathematics learning achievement when compared to traditional learning models. For this purpose, the study design used was a contrast group metaanalysis. The studies analyzed were 20 independent studies from 13 main studies published in Scopus-indexed journals. Data analysis using JASP software version 0.16.4. The results of the analysis showed that the combined effect size using random effect estimation was (Cohen'd = 0.494; p < 0.001). This effect size belongs to the medium effect category. These results prove that students' mathematics learning achievement using the flipped classroom model is more effective than the traditional learning model. The results of this study suggest that the difference in size from the previous study became clear after the meta-analysis, namely the moderate effect category. These results are also expected to be the basis for policymaking in improving the quality of mathematics learning.