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 (8Â weeks) |
Chen (2016) | High school (USA) | Health | 33 (FC) 31 (TC) | Grade 9 | QE (3Â 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 (3Â weeks) |
Huang and Hong (2016) | High school (Taiwan) | English | 40 (FC) 37 (TC) | Aged ~16 Grade 10 | QE (12Â 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 (4Â weeks) |
Mazur et al. (2015) | High school (Canada) | Social studies | 5 classes (FC) | Grade 9 | AR (1Â 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 (3Â years) |
Tsai et al. (2015) | Elementary school (Taiwan) | Computer | 50 (FPBL) 48 (PBL) 46 (TC) | Grade 6 | QE (15Â weeks) |
Wang (2016) | High school (Taiwan) | Chinese | 29 (MAFC) 27 (FC) | Aged 15–16 Grade 11 | QE (2 weeks) |