翻轉教室學習成效之後設分析

A Meta-analysis on Learning Achievement of Flipped Classroom

呂明英(Ming-Ying Lu)

指導教授 ： 簡志峰

中原大學/人文與教育學院/教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700383

摘要

本研究旨在利用後設分析統合2012年至2017年的33篇國內外期刊及碩博士論文的研究數據，對先前所累積的翻轉教室研究進行後設分析，進而了解翻轉教室與學習成效兩變項的相關性，以及教育階段、學校位置、學科領域對翻轉教室學習成效的影響。研究結果指出，翻轉教室對所有變項的整體效果量為0.3682，表示具有正相關且中度偏低效果量。翻轉教室的學習成績之效果量為0.3027，屬於中等偏低的效果量。翻轉教室對學習動機之後設分析，其效果量為0.4165，屬於中等的效果量。翻轉教室對學習態度之後設分析，其效果量為0.4584，屬於中等的效果量。翻轉教室對學習滿意度之後設分析，其效果量為0.5058，屬於中等的效果量。翻轉教室雖然造成學習成效的顯著差異，但是並沒有達到顯著高度顯著差異的水準。學生在學習滿意度的改變，比學習動機、學習態度有更顯著的差異。就教育階段而言，高中的效果值為0.80，為強度效果量，表示高中翻轉教室的運用比其他教育階段更佳；就學校位置而言，國內的效果值為0.42，比國外的效果值更佳；就學科領域而言，數學的效果值為0.80，是學科領域中最高的。根據研究結果，提供實務建議與未來研究參考。

關鍵字

翻轉教室 ； 後設分析

並列摘要

The purpose of this meta-analysis is to explore the learning achievement of flipped classroom. The researcher collected data of 33 published journals and theses between 2012 and 2017. By adopting the meta-analysis on previous experimental studies of flipped classroom, the study aims to understand the correlations between flipped classroom and students’ learning achievement, as well as other variables (e.g., education stages, school location, subject areas). The main conclusions are as follows：(1) The effect size of all the variables for flipped classroom is medium small (d=0.3682); (2) The effect size of learning achievement is approaching small (d= 0.3027); (3) The effect size of learning motivation is medium small (d= 0.4165); (4) The effect size of learning attitude is medium small (d= 0.4584); (5) the effect size of learning satisfaction is medium small (d= 0.5058). Although a flipped classroom makes significantly different in learning achievement and other moderator variables, it doesn’t reach highly significant level. The moderator of students’ learning satisfaction makes more significantly than learning motivation and learning attitude.
In terms of education stages, the effect size of senior high school is the strongest (ES=0.80), which means that the flipped classroom in senior high school is better than other education stages. In terms of school location, the effect size of domestic is medium (ES=0.42). The flipped classroom in domestic schools is better than abroad. In terms of subject areas, the effect size of math is the strongest (ES=0.80), which is the highest in this field. According to the results of the study, some practical suggestions are made for future studies.

並列關鍵字

flipped classroom ； Meta-analysis

參考文獻

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