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Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

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Abstract

The sciences are a complex and especially demanding area of study for undergraduate students, particularly in the earlier years, which are a critical period of adaptation to a new educational stage. The use of new teaching models is encouraged to improve their learning, such as flipped classroom (FC), which pursues more meaningful and effective learning that encourages an active role for students. The aim of this study is to perform a systematic review to evaluate the effectiveness of the FC model in learning in the field of experimental and health sciences in higher education during the 2014–2021 period, specifically in students’ performance, determining the influence of students’ motivation and self-regulation during the process. The phases and quality standards for systematic reviews were complied with in the search for and compilation of the articles analysed. Science students generally view FC as satisfactory. The results show increased motivation and self-regulation and, by extension, a general positive impact on academic performance as benefits. Furthermore, motivation and self-regulation are regarded as key requirements for good performance in an FC environment in the sciences. However, to achieve good results, FC must be applied in such a way that students are able to reflect on their own learning process.

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Funding

Partial financial support was received from Universidad Internacional de la Rioja.

Author information

Authors and Affiliations

  1. Departament of Didactics of Mathematics and Experimental Science, Faculty of Education, Universidad Internacional de La Rioja, S. A (UNIR), Avenida de la Paz 137 26006La Rioja, Logrono, Spain

    Natalia Serrano Amarilla & María José Cuetos Revuelta

  2. Department of Research and Diagnosis Methods in Education. Faculty of Education, Universidad Internacional de La Rioja, S. A (UNIR), Avenida de la Paz 137 26006La Rioja, Logrono, Spain

    Ana Isabel Manzanal Martínez

Authors
  1. Natalia Serrano Amarilla
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  2. María José Cuetos Revuelta
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  3. Ana Isabel Manzanal Martínez
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Contributions

All authors contributed to the study conception and design. María José Cuetos who had the idea for the article; Ana Isabel Manzanal, María José Cuetos, and Natalia Serrano who performed the literature search and data analysis; and Natalia Serrano and Ana Isabel Manzanal who drafted and/or critically revised the work.

Corresponding author

Correspondence to Natalia Serrano Amarilla.

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Ethical Statement

All procedures performed in this study involving human participants were in accordance with the ethical standards of the Department of Health Standards on Human Research (DOH/QD/SD/HSR/0.9) and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Not applicable.

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The authors declare no competing interests.

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Serrano Amarilla, N., Cuetos Revuelta, M.J. & Manzanal Martínez, A.I. Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students. J Sci Educ Technol 31, 594–604 (2022). https://doi.org/10.1007/s10956-022-09979-8

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  • DOI: https://doi.org/10.1007/s10956-022-09979-8

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