Emrullah ESEN

This study aims to examine the effect of the flipped learning approach on academic achievement through meta-analysis method. The study consists of the published articles in scientific journals, master's and doctoral theses which have the necessary statistical data. The studies were obtained from various databases such as “EBSCOhost, ProQuest, JSTOR, Google Scholar, Turkish Academic Network and Information Center (TUBITAK ULAKBIM) Social Sciences Database, Turkish Council of Higher Education National Thesis Center and ERIC” by using keywords such as “flipped classroom”, “flipped learning”, “academic achievement”. Within the scope of inclusion criteria, 55 studies were obtained. The data set was determined as 80 since the effect of the flipped learning approach on academic achievement was analysed separately for each course in some studies. The results of the study reveal that there is a positive effect of the flipped learning approach on academic achievement compared to traditional learning approach. Besides, there is not a significant difference according to the implementation period. The effect of flipped learning on academic achievement is higher in small groups, and there is a significant difference between the groups according to being national/international.