Combining Flipped Classroom and Project-based Learning Methods on Learning Achievement: A Meta-Analysis Study

Abstract

The integration of Flipped Classroom and Project-Based Learning (FC-PjBL) has gained increasing attention as an innovative instructional model aimed at enhancing student achievement. Despite its growing application, previous empirical findings on its effectiveness remain inconsistent and fragmented. Objective: This study aims to provide a comprehensive evaluation of the FC-PjBL model’s impact on student academic performance. Method: The method employed in this study is meta-analysis. Thirteen research samples (k = 13) were systematically reviewed and analyzed using a random-effects model to account for heterogeneity across studies. Findings: The findings reveal a statistically significant and substantial positive effect of the FC-PjBL model on student learning outcomes, with an overall effect size (g) of 1.22 (p < 0.01), indicating a large effect. However, a high degree of heterogeneity (I² = 83.64%) was observed, suggesting considerable variation in the effectiveness of the model across different contexts. This variation implies the potential influence of moderating variables such as educational level, subject area, intervention duration, the quality of technology integration, and the design of project tasks. Conclusion: These results highlight the promise of the FC-PjBL approach in fostering academic improvement while underscoring the importance of contextual adaptation. Therefore, future research is recommended to explore these moderating factors more deeply, which will not only refine the theoretical understanding of integrated instructional models but also inform more effective implementation strategies in diverse educational settings.