翻轉教室對國中小學生學習成效影響之統合分析

A Meta-Analysis of the Learning Effects of Flipped Classroom on Elementary School and Junior High School Students

嚴銘政(MING-CHENG YEN)

指導教授 ： 黃寶園

中臺科技大學/護理學院/文教事業經營研究所/碩士(2018年)

摘要

本研究旨在探討國內運用翻轉教室對國中小學生學習成效之影響，以Hedges與Olkin(1985)技術等統合分析法進行資料分析。自臺灣博碩士論文加值系統進行論文蒐集，以「翻轉教室」、「翻轉教學」、「翻轉學習」等關鍵詞進行篩選，篩選後且達標準之論文共49篇，包括認知層面48篇，情意層面31篇。蒐集之研究報告利用Borenstein, Hedges, Higgins與Rothstein設計的Comprehensive Meta-Analysis(CMA)3.0版軟體進行整體加權平均效果量、同質性檢定、出版偏誤檢測及類別模式分析。所得到之結論如下：
一、翻轉教室對國中小學生學習成效之影響是正向有效的，認知層面的效果量為0.308，情意層面的效果量為0.517。
二、存有調節變項影響翻轉教室對國中小學生的學習成效，認知層面的調節變項有學科領域、數位學習平台使用的有無與種類、自學教材的類型、自學檢核機制的有無與形式、學生中心教學活動方式及教學實驗時間；情意層面的調節變項有學生年級、學科領域、數位學習平台使用的有無與種類、自學教材的類型、自學檢核機制的有無與形式、學生中心教學活動方式及教學實驗時間。
最後，根據本研究上述結果提出相關建議，俾供國中小教師、翻轉教室研究者，以及統合分析研究者參考。

關鍵字

統合分析 ； 學習成效 ； 翻轉教室

並列摘要

The purpose of this study was designed to investigate the learning effects of flipped classroom on elementary school and junior high school students, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis."Flipped Classrom","Flipped Teaching" and "Flipped Learning" were used as key words to sift from the Taiwanese Master's thesis System. The number of those sifted out and qualified are forty-nine, including 48 studies on cognition domain and 31 studies on affective domain. Research reports are analyzed on overall weighted mean effect size, homogeneity test , publication bias test and categorical model by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein. Conclusions are provided as follows:
1. Flipped classroom is positively effective for learning effects on elementary school and junior high school students.The effect size on cognition and affective domain are 0.308 and 0.517.
2.There are moderators influencing the learning effects of flipped classroom on elementary school and junior high school students.Subjects, the use of e-learning platform, types of self-learning material, the use of self-learning inspection mechanism, types of student-centered instruction and teaching time have significant impacts on the learning effects of cognition domain.Grade of students, subjects, the use of e-learning platform, types of self-learning material, the use of self-learning inspection mechanism, types of student-centered instruction and teaching time have significant impacts on the learning effects of affective domain.
Finally, some suggestions are proposed based on the foregoing results of reference for elementary school and junior high school teachers , flipped classroom researchers and meta-analysis researchers.

並列關鍵字

Meta-Analysis ； Learning Effects ； Flipped Classroom

參考文獻

黃寶珠（2015）。三峽區國小教師對翻轉教學態度之調查研究（未出版之碩士論文）。淡江大學，新北市。

蔡文正（2014）。翻轉教室的行思。師友月刊，561，67-71。

錢思媚（2015）。運用翻轉教室合作學習策略進行國小三年級數學課程應用之行動研究（未出版之碩士論文）。淡江大學，新北市。

羅志仲（2014）。翻轉教室翻轉學習。師友月刊，563，20-24。

蔡瑞君（2015）。翻轉教室之過去、現在與未來。教育脈動，1，21-33。