Abstract—Most of the learning institutions even before the
global pandemic are using a blended learning strategy. One of
the most promising and leading blended-strategy today is the
Flipped Classroom Model (FCM). FCM, often called as
inverted classroom or reversed instruction, is a teaching model
where the content of the study is given outside the classroom
and homework is done inside the classroom. Previous
researches yields different results when FCM is compared with
traditional learning in enhancing students’ academic
performance. To address the problem, a meta-analysis has been
conducted. In this study, 15 articles were chosen to be
meta-analyzed. The researchers used the PRISMA model in
conducting the meta-analysis and the Meta-essentials for data
analysis. The analysis yields a p-value of 0.000 which means that
there is a statistical significant effect by the intervention FCM
to the academic performance of the students. The hedges’ g
value of 0.93 has a verbal interpretation of large effect. Through
subgroup analysis, it was found that FCM has a positive effect
on the academic performance of the students in the subjects
Physics and Mathematics with a p value of 0.000. This is also
true in the subgroup, Geographical Location (Eastern and
Western Countries), that yields a p-value of 0.000. Further, a
moderator analysis on class size and intervention duration was
also conducted. A significant p-value was found on the
moderator implementation duration but not significant in the
moderator class size. The analysis favors the longitudinal use of
Flipped Classroom Model on enhancing student’s academic
performance over Traditional Lecture Model in the subjects
Physics and Mathematics regardless the class size of the
students and the regions where the studies were conducted.
Index Terms—Academic achievement, flipped classroom, meta-analysis, traditional lecture.
J. R. Sablan is with College of Arts and Science, Rizal Technological University, Mandaluyong City, Philippines (e-mail: email@example.com).
M. Prudente is with Science Education Department, De La Salle University, Manila, Philippines (e-mail: firstname.lastname@example.org).
Cite: J. R. Sablan and M. Prudente, "Traditional and Flipped Learning: Which Enhances Students’ Academic Performance Better?," International Journal of Information and Education Technology vol. 12, no. 1, pp. 54-59, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).