SynthesisPloS one2025
Impact of flipped classroom method in physical education on the intrinsic motivation, self-efficacy, and learning satisfaction: A meta-analysis.
Synthesis in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- The impact of the flipped classroom model on college students' physical exercise behavior: a chain mediation effect of self-directed learning ability and exercise motivation.Frontiers in public health · 2026Trial
- ABCD-ReproNim: An educational program for responsible and reproducible analyses of ABCD data.Developmental cognitive neuroscience · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFlipped classroom (FC) is a novel teaching method. To assess its effectiveness in teaching physical education in schools, a systematic review and meta-analysis were conducted with the aim of exploring the Impact of FC method in PE on the intrinsic motivation, self-efficacy, and learning satisfaction.
methodsAs of February 2025, a comprehensive search was conducted in the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) databases to identify studies pertaining to FC style PE instruction and its impact on students' intrinsic motivation, self-efficacy, and learning satisfaction.
resultsTotal 13 studies were included in this study. The results demonstrated that, compared to traditional teaching methods, the FC model significantly improved intrinsic motivation, self-efficacy, and learning satisfaction. These findings underscore the notable positive impact of the FC approach on multiple educational outcomes. Subgroup analyses revealed that the FC model significantly enhanced students' intrinsic motivation across different countries, various PE subjects, differing class sizes, and diverse student populations. In terms of learning satisfaction, the FC approach demonstrated positive effects in subgroups involving Chinese participants, PE subjects focused on dance, and varying class sizes.
conclusionIntegrating the FC model into school PE classes has been shown to enhance students' intrinsic motivation, self-efficacy, and learning satisfaction. However, further high-quality research is essential to solidify and extend these findings.
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Registered trials
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