Integration of Flipped Learning Strategy and Project-based Learning in Higher Education: Overall Effect Size
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Abstract
This study aims to measure the overall effect size related to the effectiveness of the flipped learning strategy integrated with Project-Based Learning (FL-PjBL) on students' academic achievement in Higher Education. The method used is group contrast meta-analysis. A total of thirteen research samples (k = 13) that meet the inclusion criteria are included in this meta-analysis. The results of the meta-analysis indicate that the FL-PjBL strategy has a large and significant influence on students' academic achievement when compared to traditional learning strategies, with an overall effect size value of (d = 1.22; p < 0.01). However, the high level of heterogeneity (I² = 83.64%) indicates substantial variation between studies. Therefore, further research is recommended to investigate moderator variables such as educational level, subject area, intervention duration, and the quality of technology integration and project design in learning.
Keywords: Effect size ; flipped learning; Meta-Analisis; project-based Learning
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