Abstract:

Introduction:
Flipped classroom has become an increasingly popular way of teaching mathematics, both in K12 and higher education settings (Lo et al., 2017). The existing evidence is promising, but highly variable: some studies show that flipped classroom produce large gain in achievement, while others show minimal or non-existent gain. In the present study, we conducted a meta-analysis to evaluate the effectiveness of flipped classroom in mathematics education and to identify the factors influencing its efficacy.

Methodology:
We surveyed educational databases (e.g., ERIC, ProQuest) to find all the published and unpublished studies measuring the efficacy of the flipped classroom in mathematics education between 2010 and 2017. To be considered in our analysis, studies had to: compare flipped classroom to a control group, implement video lectures as an out of class activity, and require the presence of the student in the classroom.

Results:
A total of 34 published and unpublished studies were included in the meta-analysis (36 distinct effect sizes, 8598 participants). 34 effect sizes were positive, 2 were negatives. The average impact of flipped classroom on achievement, weighted by the precision of the estimates, was (d = 0.27, CI: 0.22 to 0.31), slightly lower than the typical impact of educational interventions (e.g., Hattie, 2008). The analysis of the factors of success is not yet completed, but a preliminary analysis shows that the effectiveness of flipped classroom is influenced by the language of the participants as well as their grade level, and by the type of activities the students complete outside the classroom (watching video only vs. watching video and answering related questions). The positive impact of flipped classroom mathematics achievement was similar for topics related to Algebra and Calculus.

Conclusion:
Considering the growing popularity of flipped classroom in mathematics education as well as the effort required to implement it in the classroom, it is crucial to know when this approach is effective and which factors contribute to its success.

References:
[1] Hattie, J. (2008). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
[2] Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis version 2. Englewood, NJ: Biostat, 104.
[3] Lo et al., (2017) Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22 (1)51-73.

Keywords:

Flipped classroom, mathematics education, achievement levels, meta-analysis, effect sizes.