The journal 'Új Pedagógiai Szemle' belongs to University of Miskolc
Professional contributor: Hungarian Pedagogical Association
ISSN 1215-1807 (Printed)
ISSN 1788-2400 (Online)
INDEX 25701br>DOI-prefix: 10.71157
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Vol. 75
(2025)
Issue 07-08
The efficiency of the Flipped Classroom in Science Subjects: Results of a Meta‑Analysis
DATE OF PUBLISHING: 2025-10-11
SECTION: Közelítések
AUTHOR:
SIPKA, GERGŐ
doktorandusz | PTE–BTK Oktatás és Társadalom NDI
KEYWORDS: flipped classroom; academic performance; meta-analysis

ABSTRACT (FULL-TEXT IN HUNGARIAN!)

Thanks to technological advancements and evolving learner needs, the flipped classroom (FC) has become an increasingly widespread instructional approach. In this model, students acquire the foundational content independently—typically via video tutorials—before class. They then apply and reinforce these concepts during face to face sessions, primarily through active learning strategies. Numerous international studies have described and evaluated the FC’s implementation and effectiveness; however, most suffer from small sample sizes, limiting the generalizability of their findings. Meta analysis can address this limitation by synthesizing results across studies. In the present meta analysis, we reviewed 46 studies that met our inclusion criteria (high school context, pre /post test design, natural science subjects, flipped classroom implementation, and available measurement data). Our aim was to determine the magnitude of the FC’s effect on academic performance among 9th–12th grade students in the natural sciences. Consistent with international meta analytic findings, we identified a moderate positive effect (Cohen’s d = 0.609), indicating that the flipped classroom effectively enhances student achievement.

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Sipka G. (2025): The efficiency of the Flipped Classroom in Science Subjects: Results of a Meta‑Analysis. Új Pedagógiai Szemle. 75. 07–08. sz., 114–131. DOI: 10.71157/upsz.2025.07-08.07
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