Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis
AbstractIncreasing attention has recently been paid to the flipped classroom (FC) due to advancements in information technology. Self-efficacy plays a crucial role in the learning effect of students. However, the impact of flipped classrooms on students’ self-efficacy remains uncertain. In this stud...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287886 |
| _version_ | 1797390242579218432 |
|---|---|
| author | YunLin Sun XingYu Zhao XiaoMing Li FengQiong Yu |
| author_facet | YunLin Sun XingYu Zhao XiaoMing Li FengQiong Yu |
| author_sort | YunLin Sun |
| collection | DOAJ |
| description | AbstractIncreasing attention has recently been paid to the flipped classroom (FC) due to advancements in information technology. Self-efficacy plays a crucial role in the learning effect of students. However, the impact of flipped classrooms on students’ self-efficacy remains uncertain. In this study, we have developed a theoretical framework focusing on self-efficacy to understand its relationship with the flipped classroom better. This meta-analysis investigates the influence of the FC approach on self-efficacy across various educational settings. A total of 22 articles were selected in the meta-analysis, revealing that the FC approach can enhance self-efficacy, thereby potentially increasing student engagement in learning. Subgroup analyses revealed that technicality subjects and the short duration of the intervention fit the FC more. These results emphasize the significance of considering self-efficacy in the context of flipped classrooms and highlight the approach’s benefits. Furthermore, careful course design is essential to optimize the effectiveness of flipped classrooms. However, due to the heterogeneity and limitations of the included studies, the results should be interpreted with caution. Future research is recommended to explore further the effectiveness of the FC approach on self-efficacy in various educational settings. |
| first_indexed | 2024-03-08T23:07:48Z |
| format | Article |
| id | doaj.art-cc8c035b4ffc4f0581258a26bd634f99 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:07:48Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-cc8c035b4ffc4f0581258a26bd634f992023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2287886Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysisYunLin Sun0XingYu Zhao1XiaoMing Li2FengQiong Yu3Mental Health and Psychological Sciences, Anhui Medical University, Hefei, Anhui, ChinaMental Health and Psychological Sciences, Anhui Medical University, Hefei, Anhui, ChinaMental Health and Psychological Sciences, Anhui Medical University, Hefei, Anhui, ChinaMental Health and Psychological Sciences, Anhui Medical University, Hefei, Anhui, ChinaAbstractIncreasing attention has recently been paid to the flipped classroom (FC) due to advancements in information technology. Self-efficacy plays a crucial role in the learning effect of students. However, the impact of flipped classrooms on students’ self-efficacy remains uncertain. In this study, we have developed a theoretical framework focusing on self-efficacy to understand its relationship with the flipped classroom better. This meta-analysis investigates the influence of the FC approach on self-efficacy across various educational settings. A total of 22 articles were selected in the meta-analysis, revealing that the FC approach can enhance self-efficacy, thereby potentially increasing student engagement in learning. Subgroup analyses revealed that technicality subjects and the short duration of the intervention fit the FC more. These results emphasize the significance of considering self-efficacy in the context of flipped classrooms and highlight the approach’s benefits. Furthermore, careful course design is essential to optimize the effectiveness of flipped classrooms. However, due to the heterogeneity and limitations of the included studies, the results should be interpreted with caution. Future research is recommended to explore further the effectiveness of the FC approach on self-efficacy in various educational settings.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287886educationflipped classroommeta-analysismotivationself-efficacystudent engagement |
| spellingShingle | YunLin Sun XingYu Zhao XiaoMing Li FengQiong Yu Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis Cogent Education education flipped classroom meta-analysis motivation self-efficacy student engagement |
| title | Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis |
| title_full | Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis |
| title_fullStr | Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis |
| title_full_unstemmed | Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis |
| title_short | Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis |
| title_sort | effectiveness of the flipped classroom on self efficacy among students a meta analysis |
| topic | education flipped classroom meta-analysis motivation self-efficacy student engagement |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287886 |
| work_keys_str_mv | AT yunlinsun effectivenessoftheflippedclassroomonselfefficacyamongstudentsametaanalysis AT xingyuzhao effectivenessoftheflippedclassroomonselfefficacyamongstudentsametaanalysis AT xiaomingli effectivenessoftheflippedclassroomonselfefficacyamongstudentsametaanalysis AT fengqiongyu effectivenessoftheflippedclassroomonselfefficacyamongstudentsametaanalysis |