Abstract: This study presents a meta-analytic investigation of the moderating effects of educational level, field of study, and sample size on the effectiveness of infographic-supported flipped learning in enhancing students’ academic achievement. A total of 26 effect sizes derived from 28 empirical studies published between 2008 and 2025 were synthesized using a random-effects model. To explain variability across studies, subgroup moderator analyses were conducted using mixed-effects models. The findings indicate that infographic-supported flipped learning has a generally positive effect on academic achievement; however, the magnitude of this effect varies across educational contexts. Educational level exhibited the greatest descriptive variation in effect sizes, with higher effects observed at the high school level. Although science-related disciplines showed relatively higher effect sizes compared to other fields, and larger sample size studies produced more stable estimates, none of the examined moderators reached statistical significance. These results suggest that the effectiveness of infographic-supported flipped learning is context-dependent but not significantly moderated by educational level, field of study, or sample size. The study highlights the importance of contextual factors in instructional design while cautioning against overgeneralization of effect sizes across educational settings.

Keywords: Flipped classroom, Infographic-based learning, Meta-analysis, Moderator analysis, Educational achievement, Educational technology, Learning outcomes, Instructional design

Pages: 75-83

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