Effectiveness of Flipped Classroom Model (FCM) on Students’ Learning Achievement in Physical Science: A Meta-Analysis

Flipped Classroom Model (FCM) is a pedagogical approach in which the activities that students typically do at home are worked on in class, and the direct teaching that students often receive in class is supplied as homework in the form of video lectures, reading assignments, or another technique that delivers direct instruction.This pedagogical approach has been implemented across the world with schools utilizing blended-learning strategy.There have been incongruencies with the result of FCM studies conducted over the years, previous studies suggest that FCM is an effective tool in improving students learning achievement in physical science while there are studies that yield result otherwise.It is necessary to review research on its use in teaching and learning to determine how beneficial it is at various grade levels and scientific fields.This meta-analysis study prompts to investigate the effectiveness of FCM on the learning achievement in different educational level and physical science disciplines.According to the findings, the overall effect size (ES = 1.238) is statistically large and has a positive effect.The result denotes that the use of FCM can generally enhance the learning achievement of students in physical science.Moreover, the moderator analysis revealed that when individual studies are grouped according to educational level and physical science disciplines, there is also a large effect size.These findings suggest that teachers can utilized FCM effectively in improving the learning achievement of students in physical science.