The aim of this study is to examine the effects on flipped education model (FEM) on students’ academic success so this is a meta-analysis study. The studies included in this study are conducted between 2015 and 2021 and they were experimental studies. 35 studies were included in this study. These studies were accessed through electronic sources databases. As databases Ulakbim, Google Academic, and Council of Higher Education Council Thesis Center (CoHE) were used. Statistical analysis and effect size calculations were made using CMA 2.0 package program. For each study that is in the data set g value of hedge were calculated to find out impact size. At the end of this study, it was concluded that the effect of FEM on students’ academic success is high. It was revealed thar effects of FEM on students’ success don’t differ according to academic field, education level, the role of the researcher, type of report, publication year and moderator variables. This study focused only on the success of students. Except from academic success, thinking skills, problem solving skills, social and emotional skills were ignored. In further studies, effects of flipped education model on students’ thinking skills, problem solving skills and social emotional skills can be examined.

Metaanalysis, student achievement, flipped learning.