Abstract:

Today’s social, technological, etc. developments affect the field of education as well as many fields. This interaction has also caused changes in the qualities we aim to impart to individuals. One of the reflections of these changes in our educational life is trying to equip the individual with the targeted qualifications by using new approaches, models, methods and techniques. Flipped learning, which has gained greater importance in our educational lives recently, is one of the learning methods that can serve this goal. It is possible to come across many studies in the literature indicating that flipped learning can contribute to the accomplishment of the specified goal by improving both academic achievement and pedagogical outcomes. Therefore, it was thought that a meta-analysis of these studies should be carried out. In this context, the current study aimed to analyze postgraduate theses in the field of flipped learning. To this end, a search was made for the studies to be included in the study, and 40 postgraduate theses conducted between April 2015 and 2020 that met the determined criteria were included in the study. Comprehensive Meta-Analysis (CMA) program was used to calculate the effect size of each study that was decided to be included in the meta-analysis and overall effect size. As a result of the analysis carried out according to the random effects model, the overall effect size value was calculated to be 0.862. The findings obtained in the study were interpreted according to Cohen (1998) and it was concluded that the theses on flipped learning had a large effect.

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