Table 3.
An overview of the reviewed studies of K-12 flipped classrooms
| Study | Context | Subject | Sample size (approach) | Student age and grade level (if available) | Research design (duration) |
|---|---|---|---|---|---|
| Bhagat et al. (2016) | High school (Taiwan) | Math | 41 (FC) 41 (TC) |
Aged 14–15 | QE (6 weeks) |
| Chao et al. (2015) | High school (Taiwan) | Engineering | 46 (FC) 45 (TC) |
Aged ~17 Grade 11 |
QE (8 weeks) |
| Chen (2016) | High school (USA) | Health | 33 (FC) 31 (TC) |
Grade 9 | QE (3 weeks) |
| Clark (2015) | Secondary school (USA) | Math | 42 (FC) | Aged 13–15 Grade 9 |
CS (7 weeks) |
| DeSantis et al. (2015) | High school (USA) | Math | 26 (FC) 21 (TC) |
Grades 9–11 | QE (1 topic) |
| Grypp and Luebeck (2015) | High school (USA) | Math | 21 (FC) | Not mentioned | AR (3 weeks) |
| Huang and Hong (2016) | High school (Taiwan) | English | 40 (FC) 37 (TC) |
Aged ~16 Grade 10 |
QE (12 weeks) |
| Kettle (2013) | High school (England) | Physics | 12 (FC) | Aged 16–18 AS/A2 level |
PE (appeared to be one semester) |
| Kirvan et al. (2015) | High school (USA) | Math | 29 (FC) 25 (TC) |
Grades 7–8 | QE (appeared to be one topic) |
| Lai and Hwang (2016) | Elementary school (Taiwan) | Math | 20 (SRFC) 24 (FC) |
Grade 4 | QE (4 weeks) |
| Mazur et al. (2015) | High school (Canada) | Social studies | 5 classes (FC) | Grade 9 | AR (1 year) |
| Schultz et al. (2014) | High school (USA) | Chemistry | 29 (FC) 32 (TC) |
Aged 15–18 Grades 10–12 |
QE (4 months) |
| Snyder et al. (2014) | High school (USA) | Social studies | 209 (FC) | Grade 9 | Action research (3 years) |
| Tsai et al. (2015) | Elementary school (Taiwan) | Computer | 50 (FPBL) 48 (PBL) 46 (TC) |
Grade 6 | QE (15 weeks) |
| Wang (2016) | High school (Taiwan) | Chinese | 29 (MAFC) 27 (FC) |
Aged 15–16 Grade 11 |
QE (2 weeks) |
FC flipped classroom, FPBL problem-based learning with flipped classroom, MAFC mobile-assisted flipped classroom, PBL problem-based learning, SRFC self-regulated flipped classroom, TC traditional classroom, AR action research, CS comparison study (historical control), PE pre-experimental (single group study), QE quasi-experimental design