體驗區
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| 篇名 |
實施翻轉教室對學習者學習成效影響之統合分析：臺灣與中國大陸樣本的分析與比較
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| 並列篇名 |
Meta-Analysis of Studies on the Effect of Flipped Classroom Models on Students’ Learning Outcomes: Analysis and Comparison of Samples From Taiwan and China
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| 作者 |
黃寶園(Bao-Yuan Huang)
、常雅珍(Ya-Jane Chaung)
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| 中文摘要 |
本研究旨在使用統合分析法，分析臺灣與中國大陸實施翻轉教室對學習者學習成效之影響及二者之差異。本研究經資料蒐集與篩選後，計納入24篇及38篇臺灣與中國大陸之期刊研究報告，總參與者為5,005人，隨後以Comprehensive Meta-Analysis（CMA）軟體進行資料分析，分析過程採隨機效果模式並以Hedges’s g值為效果量，過程中也進行出版偏誤的分析。研究結果顯示：全體樣本、臺灣樣本與中國大陸樣本之翻轉教室實施成效之加權平均效果量分別為0.8238、0.8448、0.8113，三者皆為高等程度的有效效果量，表示不論是全體或是於臺灣或中國大陸實施翻轉教室，均能正向有效地提升學習者的學習成就，且達到高度的效果，此效果在臺灣與中國大陸之間並無顯著不同。藉由本研究結果可知，對學習者實施翻轉教室將能提升其學習成效，此結果可供各教育工作者實施翻轉教室之參考。
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| 英文摘要 |
This study analyzed and compared the effect of the flipped classroom model on students’ learning outcomes in Taiwan and China. A meta-analysis was performed on 25 and 38 research reports from Taiwanese and Chinese journals, a total of 62 research papers were included in the meta-analysis (5,005 participants). The meta-analysis was performed using Comprehensive Meta-Analysis (CMA) software and involved a random effects model as well as Hedges’s g values as a measure of effect size. Publication bias among the included studies was also analyzed. The weighted mean effect sizes of the flipped classroom model in the entire sample, the Taiwanese sample, and the Chinese sample were 0.8238, 0.8448 and 0.8113, respectively, indicating that the flipped classroom model can improve students’ learning outcomes in Taiwan and China, with no significant differences between the two. The results of this study may serve as reference for educators deciding whether and how to implement a flipped classroom model.
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| 頁次 |
001-050
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| 關鍵詞 |
翻轉教室
、學習成效
、統合分析
、效果量
、臺灣與中國大陸
、flipped classroom
、learning effect
、meta-analysis
、effect size
、Taiwan and China
、TSSCI
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| 卷期 |
18:2
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| 日期 |
202206
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| 刊名 |
教育研究與發展期刊
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| 出版單位 |
國家教育研究院
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| DOI |
10.6925/SCJ.202206_18(2).0001
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