[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-201245-105":59,"doc-detail-201245-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","impact-of-flipped-learning-on-student-selfefficacy-across-age-groups-and-subject-domains-a-systematic-review-of-44-studies-2015-2024","IMPACT OF FLIPPED LEARNING ON STUDENT SELFEFFICACY ACROSS AGE GROUPS AND SUBJECT DOMAINS - A SYSTEMATIC REVIEW OF 44 STUDIES (2015-2024)","","Flipped learning, which moves instructional content before class and uses classroom time for active learning, is assessed for its influence on student self-efficacy across age groups and subject domains. This systematic review addresses how the flipped classroom affects self-efficacy and whether effects differ by subject and age. Following PRISMA, 44 peer-reviewed studies (2015–2024) from four databases were analyzed, covering 5,434 participants in 17 countries.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-flipped-learning-on-student-selfefficacy-across-age-groups-and-subject-domains-a-systematic-review-of-44-studies-2015-2024/201245/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-flipped-learning-on-student-selfefficacy-across-age-groups-and-subject-domains-a-systematic-review-of-44-studies-2015-2024/201245.png","ImageObject",300,407,{"name":92,"@type":93},"Bill Black","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",16,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the aim of this systematic review?","Question",{"text":113,"@type":114},"To determine how flipped learning influences student self-efficacy across age groups and subject domains, and whether those effects vary by context.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which methodology and evidence base were used?",{"text":118,"@type":114},"The review follows PRISMA guidelines and analyzes 44 peer-reviewed studies published between 2015 and 2024 from four major databases, totaling 5,434 participants in 17 countries.",{"name":120,"@type":111,"acceptedAnswer":121},"What do the findings indicate about self-efficacy outcomes?",{"text":122,"@type":114},"Flipped classrooms significantly enhance self-efficacy across all age groups, with 41 of 44 studies reporting positive effects and stronger results in subjects such as mathematics and science.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},201245,1788528569,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},24189269381491,"https://ap-avatar.wpscdn.com/avatar/160000cf11732dd8392?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788146458752108895","Volume 24, 2025  \nIMPACT OF FLIPPED LEARNING ON STUDENT SELFEFFICACY ACROSS AGE GROUPS AND SUBJECT DOMAINS:  \nA SYSTEMATIC REVIEW OF 44 STUDIES (2015-2024)  \nBadriah Algarni Ministry of Education, Riyadh, [Badriah.algarni@gmail.com](Badriah.algarni@gmail.com)  \nSaudi Arabia  \nABSTRACT  \nAim/Purpose Flipped learning, in which students engage with instructional content before class and participate in active learning during class time, has emerged as an innovative teaching approach. While previous research has explored various aspects of flipped learning, its impact on student self-efficacy across different contexts remains understudied.  \nBackground This systematic review addressed two key research questions: (1) How does the  \nflipped classroom approach affect students’ self-efficacy? and (2) Does this effect vary by subject domain and student age?  \nMethodology Following PRISMA guidelines, we analyzed 44 peer-reviewed articles (published between 2015 and 2024) from four major databases, encompassing 5,434 participants across 17 countries.  \nContribution This review uniquely contributes to the field by providing the first comprehensive analysis of the impact of flipped learning on self-efficacy across different educational contexts and age groups.  \nFindings The review revealed that flipped classrooms significantly enhanced self-efficacy  \nacross all age groups, from K-12 to adult learners, with particularly strong effects in traditionally challenging subjects like mathematics and science. Quantitative analysis showed that 41 out of 44 (93%) studies reported positive effects on student self-efficacy, while only 3 showed no significant impact. Unlike previous research suggesting the effectiveness of flipped learning was limited to technical subjects, our findings demonstrate its broader applicability across diverse disciplines, including language learning and arts education. The study identified key success factors, including pre-class video accessibility (reported by  \nAccepting Editor S│tamatis Papadakis │ Received: August 15, 2024 │ Revised: November 28, 2014;  \nAccepted: January 19, 2025.  \nof flipped learning on student self-efficacy across age groups and subject doof 44 studies (2015-2024). Journal of Information Technology Education: Research, 24, Arti  \n[https://doi org/10 28945/5442](https://doi org/10 28945/5442)  \nRecommendations for Practitioners  \nImpact on Society  \nFuture Research  \nKeywords  \n85% of studies) and interactive in-class activities (implemented in 91% of studies). However, technical infrastructure challenges and increased teacher preparation time emerged as primary implementation barriers.  \nThese findings have important practical implications for educational institutions considering flipped learning implementation, suggesting the need for robust technical support systems and professional development resources for teachers. This review demonstrates that flipped learning represents a powerful tool for enhancing student self-efficacy across diverse educational contexts, but its effectiveness depends heavily on thoughtful implementation and adequate support structures.  \nFuture research could examine the optimal duration and intensity of flipped learning interventions and investigate how different types of pre-class content affect student self-efficacy outcomes.  \nactive learning, flipped learning, self-efficacy, self-regulation  \nINTRODUCTION  \nModern education is continuously evolving with innovative approaches designed to enhance student learning and engagement. Among these approaches, flipped learning has emerged as a transformative pedagogical approach that fundamentally reimagines traditional classroom structures. In this model, students engage with new content outside of class through pre-recorded lectures or reading, while classroom time is dedicated to interactive, collaborative, and applied activities. Although the basic framework of flipped learning has gained considerable recognition, its imp","cbCaiePN0HYdahAC","https://ap.wps.com/l/cbCaiePN0HYdahAC","pdf",1006621,28,"English","# Abstract\n## Aim/Purpose\n## Background\n## Methodology\n## Contribution\n## Findings\n## Recommendations for Practitioners\n## Future Research\n# Introduction\n## Rationale and Prior Research\n## Research Questions","[{\"question\":\"What is the aim of this systematic review?\",\"answer\":\"To determine how flipped learning influences student self-efficacy across age groups and subject domains, and whether those effects vary by context.\"},{\"question\":\"Which methodology and evidence base were used?\",\"answer\":\"The review follows PRISMA guidelines and analyzes 44 peer-reviewed studies published between 2015 and 2024 from four major databases, totaling 5,434 participants in 17 countries.\"},{\"question\":\"What do the findings indicate about self-efficacy outcomes?\",\"answer\":\"Flipped classrooms significantly enhance self-efficacy across all age groups, with 41 of 44 studies reporting positive effects and stronger results in subjects such as mathematics and science.\"}]","IMPACT OF FLIPPED LEARNING ON STUDENT SELFEFFICACY ACROSS AGE GROUPS AND SUBJECT DOMAINS - A SYSTEMATIC REVIEW OF 44 STUDIES (2015-2024) | PDF",71]