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Meta-Analysis
. 2025 May 20;20(5):e0324609.
doi: 10.1371/journal.pone.0324609. eCollection 2025.

Impact of flipped classroom method in physical education on the intrinsic motivation, self-efficacy, and learning satisfaction: A meta-analysis

Qingxu Wu  1 , Zhenxiao Han  2 , Zikang Hao  1 , Jiping Chen  1 , Yang Pan  1
Affiliations
Meta-Analysis

Impact of flipped classroom method in physical education on the intrinsic motivation, self-efficacy, and learning satisfaction: A meta-analysis

Qingxu Wu et al. PLoS One. .

Abstract

Background: Flipped 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.

Methods: As 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.

Results: Total 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.

Conclusion: Integrating 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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Conflict of interest statement

The authors have declared that no competing interests exist.

Figures

Fig 1
Fig 1. Flowchart of selection of studies included in the meta-analysis.
Fig 2
Fig 2. Risk bias assessment graphic for the studies included in the review.
Fig 3
Fig 3. The effect of FC versus traditional PE on students’ intrinsic motivation.
Fig 4
Fig 4. The effect of FC versus traditional PE on students’ self-efficacy.
Fig 5
Fig 5. The effect of FC versus traditional PE on students’ learning satisfaction.
See this image and copyright information in PMC

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