| Pub. Date | : March, 2022 |
|---|---|
| Product Name | : The IUP Journal of English Studies |
| Product Type | : Article |
| Product Code | : IJES030322 |
| Author Name | : Dinachandra Singh Chingakham |
| Availability | : YES |
| Subject/Domain | : Arts & Humanities |
| Download Format | : PDF Format |
| No. of Pages | : 17 |
This meta-analysis study tried to find whether the economic development of nations impacts the achievement test scores based on flipped classroom English teaching in comparison with traditional teaching methods over the period 2015 to 2020. The study analyzed English achievement test scores from eight countries-Indonesia, Iran, Turkey, China, Saudi Arabia, Taiwan, South Korea, and the USA. The study included 69 datasets derived from primary studies, and the collected data were analyzed using RevMan 5.4.1 software under random-effects model settings with p < 0.05 and at 95% CI. The findings showed that the traditional method was more significantly effective in English achievement scores with an overall effect of z = 9.58 (p < 0.00001). The traditional method was significantly more effective in all countries, except for South Korea where the flipped classroom was significantly more effective than the traditional teaching method. The findings showed that the per capita national income (GDP per capita) did not correspond in predictable pattern to the English achievement test scores of the students under the flipped classroom method. The findings would help teachers and educators in better understanding flipped classroom method.
Flipped classroom is a relatively new teaching method based on constructivism learning theory which says that learners construct knowledge rather than just passively take in information. Flipped classroom has become a popular teaching method in multiple subject areas (Wang et al. 2018). It could be a suitable teaching pedagogy in the modern time classroom (Shih and Tsai 2017, 32-47; Lin et al. 2018, 215) and is an effective teaching method (Jeong et al. 2016; Kurt 2017; Yildirim 2017;Alnuhayt 2018). The teaching method is considered suitable for 21st-century education (Heng 2014; Xinying 2017). Research