scholarly journals Traditional and Flipped Learning: Which Enhances Students’ Academic Performance Better?

2022 ◽  
Vol 12 (1) ◽  
pp. 54-59
Author(s):  
J. R. Sablan ◽  
◽  
M. Prudente
Keyword(s):  
Academic Performance ◽  
Class Size ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Geographical Location ◽  
P Value ◽  
Inverted Classroom ◽  
G Value ◽  
And Mathematics

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.

scholarly journals Effect of Web 2.0 Technologies on Academic Performance: A Meta-analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 108-127
Author(s):  
Esra Ergül Sönmez ◽  
Hasan Çakır
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Experimental Approach ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Method ◽  
Web 2.0 Technologies ◽  
Quasi Experimental ◽  
G Value ◽  
The Impact

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge’s g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.

Effectiveness of learning strategy instruction on academic performance: A meta-analysis

2014 ◽  
Vol 11 ◽  
pp. 1-26 ◽  
Author(s):  
A.S. Donker ◽  
H. de Boer ◽  
D. Kostons ◽  
C.C. Dignath van Ewijk ◽  
M.P.C. van der Werf
Keyword(s):  
Academic Performance ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction

scholarly journals The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies

2021 ◽  
Vol 8 (2) ◽  
pp. 1059-1080
Author(s):  
Qing Zhang ◽  
Elizabeth S. T. Cheung ◽  
Christian S. T. Cheung
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Practical Knowledge ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Quasi Experimental ◽  
The Impact

The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students’ academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students’ academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: i) The flipped classroom positively affected college students’ academic performance, and the overall combined effect size was 0.66; ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.

scholarly journals The Effect of Continued Team Randomization on Student’s Perception and Performance in a Blended Team-Based Teaching Approach

2019 ◽  
Vol 9 (2) ◽  
pp. 102 ◽  
Author(s):  
Maryam Malekigorji
Keyword(s):  
Academic Performance ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Strong Support ◽  
Team Work ◽  
Random Allocation ◽  
Online Questionnaire ◽  
Team Based Learning ◽  
Skills Learning

The purpose of this study is to investigate how constant changes in team allocation within a modified flipped team-based learning (FTBL) study can affect student’s perception of a course (gathered by an online questionnaire) and academic performance. This teaching strategy is a team-based learning (TBL) approach combined with flipped classroom learning methodology, in which BSc students studying pharmaceutical science/biotechnology courses in a UK satellite campus in China preview online lectures and apply their knowledge in different in-class activities. The students are randomly assigned into teams in each session. The project was run across the full academic year (sixteen sessions). Students’ perceptions regarding modified FTBL were statistically analyzed, and their academic performance was compared with previous results obtained by the initial FTBL study. Although students initially showed reluctance to leave their ‘comfort zone’—the main limitation of this study—our findings show that learners perceived benefits to the adoption of continued random allocation, which resulted in the removal of limitations from their social clustering and eventual accustomization to this learning approach. Modified FTBL assisted students in enhancing their team-work skills, improving their academic performance, developing their reflective capabilities, improving their rapport building skills, learning and academic performance. Learners also believed that this learning strategy creates critical incidents that can simulate their future work environment, as they might be expected to work in unfamiliar situations. Therefore, the present study indicated strong support for the modified FTBL method, which was seen to work exceptionally well despite some minor problems that students experienced working in a team with different teammates in every session.

Examining the mutual relations between language and mathematics: A meta-analysis.

2020 ◽  
Vol 146 (7) ◽  
pp. 595-634 ◽  
Author(s):  
Peng Peng ◽  
Xin Lin ◽  
Zehra Emine Ünal ◽  
Kejin Lee ◽  
Jessica Namkung ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Mutual Relations

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

2021 ◽  
Vol 11 (4) ◽  
pp. 155
Author(s):  
Gonzalo Duque de Blas ◽  
Isabel Gómez-Veiga ◽  
Juan A. García-Madruga
Keyword(s):  
Academic Performance ◽  
Word Problems ◽  
Spatial Reasoning ◽  
Deductive Reasoning ◽  
Executive Processes ◽  
Mathematical Operation ◽  
Visual Spatial ◽  
And Mathematics ◽  
The One ◽  
Memory Resources

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).

scholarly journals Zumba®, Fat Mass and Maximum Oxygen Consumption: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 18 (1) ◽  
pp. 105
Author(s):  
Manuel Chavarrias ◽  
Santos Villafaina ◽  
Ana Myriam Lavín-Pérez ◽  
Jorge Carlos-Vivas ◽  
Eugenio Merellano-Navarro ◽  
...  
Keyword(s):  
Systematic Review ◽  
Oxygen Consumption ◽  
Body Mass ◽  
Fat Mass ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
P Value ◽  
Maximum Oxygen Consumption ◽  
Mass Percentage ◽  
Large Heterogeneity

Background and objectives: Obesity or overweight is associated with many health risk factors and preventable mortality. Even people with normal weight and without history of obesity or overweight should avoid weight gain to reduce health risks factors. In this regard Latin aerobic dances involved in Zumba® practice make this modality motivating for people. Apart from weight loss and VO2peak benefits, Zumba practice is also interesting by the increase in adherence which can also avoid weight regain. The aim was to systematically review the scientific literature about the effects of any randomized intervention of Zumba® practice on total fat mass (%) and maximum oxygen consumption (VO2peak), besides establishing directions for the clinical practice. Evidence acquisition: Two systematic searches were conducted in two electronic databases following the PRISMA guidelines. The eligibility criteria were (a) outcomes: body mass or VO2peak data including mean and standard deviation (SD) before and after Zumba® intervention, (b) study design: randomized controlled trial (RCT) and (c) language: English. GRADE guidelines were used to assess the quality of evidence. A meta-analysis was performed to determine mean differences. Nine and four studies were selected for fat mass percentage and VO2peak in the systematic review, respectively. However, only eight studies for fat mass percentage and three for VO2peak could be included in the meta-analysis. Evidence synthesis: The overall standardized mean difference for fat mass was −0.25 with a 95% CI from −0.67 to 0.16 with a p-value of 0.69, with large heterogeneity. On the other hand, the overall effect size for VO2peak was 0.53 (95% CI from 0.04 to 1.02 with a p-value of 0.03) with large heterogeneity. Conclusions: Based on the evidence, we cannot conclude that Zumba® is effective at reducing body mass but it may improve VO2peak. However, the limited number of studies that met the inclusion criteria makes it too early to reach a definite conclusion, so more research is needed.

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