翻轉課堂教學對學習成效影響之後設分析

A Meta-Analysis Study of the Impact for the Flipped Classroom Teaching on Learning Outcomes

近年來翻轉課堂教學模式發展迅速受到教育界的高度重視，此模式將傳統由教 師於課堂上單向傳授知識的教學方式，轉換由學生於課前主動自學，在課堂上則 透過老師引導與提問，進行師生或同儕間的討論與問題解決，成效頗受肯定。本 研究旨在運用後設分析法（meta-analysis），對相關實徵研究資料進行客觀及計量 性的分析，以瞭解翻轉課堂教學對於學生學習成效的影響。研究者從Web of Science 和EBSCOhost-Academic Search Premier 等資料庫進行搜尋，挑選符合研究主題並 具有充足的實徵數據之文獻為分析樣象，共計13 篇；採用Comprehensive Meta-Analysis 軟體分析各篇文章之Hedges’ g 效應值，並進行出版偏誤、異質性考 驗、累積分析、敏感度分析及次群體分析等，以考驗各項研究之間是否存在異質 性及出版性偏誤等問題。根據研究結果指出，翻轉課堂教學對於學生的學習成效 具有正向的效應，整體效應值為0.822，意即翻轉課堂教學模式對於情意及學業成 就的提升，多數優於傳統講述式教學法。

The flipped-classroom has been promoted in recent years and quickly became a popular teaching model in the world. The model reverses traditional teaching where students gain exposure of material outside of class by reading textbook or watching videos before class; then class time is used to doing problem-solving， discussion， or debates leading by teachers. The purpose of this study was to understand the impacts of this teaching method based on the existing empirical studies. A meta-analysis approach was performed to synthesize quantitative research that investigated the effects of flipped classroom teaching on learning outcomes. The target studies were selected primarily from Web of Science and EBSCOhost-Academic Search Premier and resulted in 13 paper fitted in the criteria. Comprehensive Meta-Analysis software was used to analyze the effects of publication bias， heterogeneity tests， cumulative analysis， sensitivity analysis， and subgroup analysis within the study. The results demonstrated that flipped classroom model provided considerable benefits than traditional instruction did on students’ learning outcomes (effect size = 0.822). To the end， the notable suggestions and limitations of this study were discussed.