Meta Analysis of the Impact of the Flipped Classroom on Secondary Students' Mathematics Performance
Bibliographic record
Abstract
This meta-analysis assesses the effect of flipped classroom on secondary students' mathematics performance. Seven scholarly electronic databases were used to identify the papers published in English language journals on flipped classroom in secondary students' mathematics performance through Google Scholar, Scopus, Proquest, PDF Drive, core.ac.uk, archive.org, elephind.com databases published in 2013 for 2021. With the use of inclusion and exclusion criteria, 15 published research articles were included in the meta-analysis using the preferred reporting items for systematic reviews and meta-analyses (PRISMA). A publication bias showed a positive result in students' mathematics performance. No published studies had shown negative results in secondary students' mathematics performance using flipped classroom as a strategy in teaching. Using larger scope of moderating variables with balanced statistical results in utilizing flipped classroom as a strategy in math instruction may provide more insights that are evidence-informed application and teaching practice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.025 | 0.064 |
| Meta-epidemiology (narrow) | 0.003 | 0.001 |
| Meta-epidemiology (broad) | 0.013 | 0.048 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".