The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis

Abstract

This study aims to examine the effects of flipped learning on L2 students’ overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on ‘flipped classroom’, ‘flipped learning’ and ‘academic achievement’ were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners’ academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.

Meta-Analysis: The Effect of Ethnoscience-Based Project Based Learning Model on Students' Critical Thinking Skills

“…The data analysis technique in this study was carried out by analyzing the data according to the characteristics of the research sample, coding the data; 3) changing the T and F values to the r correlation value with the formula; 4) calculating the heterogeneity test value; 5) calculating the effect size (ES) value; 6) making funnel flot; 7) conducting hypothesis testing and 8) calculating publication bias (Cohen et al, 2007;Aybirdi, 2023;Mutohhari et al, 2021). Data analysis was done with the help of JSAP 0.8.4.0 application.…”