Abstract—Within the last decade, the flipped learning pedagogy has emerged as a viable alternative to traditional, lecture-style teaching. Adopting a flipped method involves students reviewing learning materials before coming to class, whilst in-class time is devoted to exploring topics in greater depths via collaborative problem-solving and peer instruction. The approach has been touted as a method to improve teaching and learning outcomes. This systematic literature review assesses the empirical evidence investigating the impact of flipped learning on student performance and engagement in tertiary education. 42% of studies reported an increase in student performance with the introduction of flipped learning, while 38% reported no significant difference, and the remainder showed mixed results. For student engagement, 79% of studies reported improvements in student engagement, while 21% reported negative impacts. The results indicate that adopting flipped learning may lead to positive impacts, but further empirical research is required. 
 

Index Terms—blended, flipped learning, student performance, engagement, satisfaction, active learning, inverted classrooms

Cite: Suresh Paryani and Rania Ramadan-Jradi, "The Impact of Flipped Learning on Student Performance and Engagement: A Systematic Literature Review," International Journal of Learning and Teaching, Vol. 5, No. 1, pp. 30-37, March 2019. doi: 10.18178/ijlt.5.1.30-37