Improving The Academic Achievement Of University Students

In China’s higher education,the flipped classroom pedagogical technique provides a crucial practical paradigm for blended learning.However,numerous studies have revealed that both conventional and flipped classrooms are equally effective.This meta-analysis intends to evaluate the effects of the flipped classroom on the academic achievement of university students in China and also to explore its boundary conditions in order to clarify such controversies.The effectiveness of the flipped classroom is demonstrated by a statistical analysis of 231 studies,12 of which were from gray literature,from over 140 universities in terms of enhancing cognitive learning abilities(g=0.92),problem-solving skills(ln OR=1.37),teamwork skills(ln OR=1.30),declarative knowledge(g=0.77),procedural knowledge(g=1.08)and strategic knowledge(ln OR=1.47),besides,four moderators are revealed to have statistically significant quantitative subgroup effects: cultivation objective,subject area,developmental stage,and instructional form.Our findings are threefold:(1)The flipped classroom is proved to be more effective than conventional classroom in improving cognitive learning abilities,problem-solving skills,teamwork skills,declarative knowledge,procedural knowledge and strategic knowledge.(2)The flipped classroom can optimize the cognitive resources by lowering intrinsic load and increasing germane load.(3)The flipped classroom effect is regulated by the intrinsic properties of the instructional content and the complexity of the instructional form,which are all extraneous load-related,only by moving towards the ’melting pot flip’,the integration of multiple technologies,from the current stage of ’hotchpotch flip’,merely a combination of various technologies can extraneous load be reduced and the bottleneck be broken.From an evidence-based standpoint,the study’s substantial findings provides a solid foundation for pedagogical approach selection in ’Emerging Engineering Education’.