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Flipped learning has become the focus of many researchers today. The numerous and contradictory studies in this area emphasize the need for a meta-analysis. The present meta-analysis has been conducted with the aim of combining the conducted research on the impact of flipped learning on learners' educational indicators compared to traditional learning. The research population included the nationwide studies conducted in the years between 1393 and 1398 and the foreign research between 2014 and 2019 consisting of the articles and full-text dissertations in the databases and libraries of the Universities or research centers. Based on the input and output criteria and sensitivity analysis, 46 effect sizes were extracted from 23 studies. The combined size of the flipped learning effect was calculated 0.99, with the stochastic effects model. The results showed that the summary effect size is affected by gender, type of course and different outcome variables. Also, the results of the meta-regression showed that the effect size is a function of the subjects' age and flipped learning is more effective at an early age (primary school level). Given the findings of meta-analysis and the theoretical and empirical support, it could be suggested to use this method in the educational system.