The Impact of Flipped Classrooms on Student Learning Outcomes

Name of Author : Prof. Simeon Peter Olusola Gbeleyi

Abstract: This systematic review examines the effectiveness of flipped classroom approaches in improving student understanding and engagement specifically within computer science and information technology (CS/IT) courses. Drawing on empirical studies, meta-analyses, and systematic reviews published between 2012 and 2024, the paper synthesizes evidence on cognitive outcomes, engagement, and implementation challenges. Findings indicate modest but consistent positive effects on learning outcomes and engagement when flipped designs include accountability measures (e.g., pre-class quizzes) and active in-class tasks. The review highlights variability across subject areas, study designs, and implementation fidelity, and offers practical recommendations for instructors and directions for future research.

Keywords : Flipped classroom; computer science education; student engagement; learning outcomes; instructional design

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