Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self‐efficacy

Abstract

This study analyzes the effects of the use of adapted flipped classroom approach on the programming success, attitudes, and self‐efficacy of the students in learning programming. The study was conducted in the 2016–2017 fall semester with freshman students in Introduction to Programming and Algorithm course in the Software Engineering Department of a university in Turkey. The sample of the study consists of 46 students taking this course for the first time. The quasi‐experimental research method was used in the study. One group pretest–posttest design was employed, and quantitative data were obtained from the students. The scale of attitude toward computer programming, computer programming self‐efficacy scale, computer programming success test, and practice control chart were used as data collection tools. The study results show that the use of this approach in programming learning has a positive effect on the students’ programming success and programming self‐efficacy while it does not affect their attitudes toward programming. Additionally, it is concluded that there is a highly positive relationship between the numbers of students’ fulfilling the programming tasks and their programming success. Another conclusion of the study is that there is a positive relationship at a medium level between the numbers of students’ fulfilling the programming tasks and programming self‐efficacy and their attitudes toward programming. Considering the study results as a whole, it is seen that flipped classroom approach can be adapted to teach programming.

Flipped Classrooms for Introductory Computer Programming Courses

“…One experiment uses the results of ten different universities [19]. There are reports of units from twenty-five institutions: Arizona State University College of Technology [11], Boston College [39], Brandeis University [29] [31], Bucknell University [40], Central Michigan University [28], Clark State Community College [38], CSU Monterey Bay [14], Indiana University [22], [41], Karadeniz Technical University (Turkey) [27], [23], Nazarbayev University, Kazakhstan [35], [42], Prince of Songkla University (Thailand) [26], Qatar University [43], Science and Technology of South of Minas Gerais [44], Singapore Management University [30], St. Joseph's College of Bangalore [25], Texas A&M University at Qatar [45], Trinity University [18], [46], University of British Columbia [21], University of Calgary [33], [34], University of Hartford [47], University of Helsinki [12], University of North Carolina [12], [36], [37], University of Pittsburgh [11], University of San Diego [20] and University of Toronto [15]- [17].…”

“…Different technologies were used: some use Coursera MOOCs [12], Microsoft PowerPoint Documents [26], others use YouTube videos [18], others make videos and put them on the teacher's YouTube channel [46], others use links embedded in pages [35], [39]. There are those who use Facebook [23] [30], MOODLE [13], blackboard [20], TeachBack and Spinoza [29], [31] or WordPress [35].…”

Programming Language Training With the Flipped Classroom Model

“…H. Özyurt and Özyurt (2018) analyzed the effects of the flipped classroom model on students’ programming success, attitudes, and self-efficacy in their study.…”

Construindo “novos” caminhos para o ensino de programação por meio do uso de metodologias ativas de aprendizagem e teoria da carga cognitiva

“…Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self-efficacy (ÖZYURT; ÖZYURT, 2018) Este estudo analisa os efeitos do uso da abordagem adaptada da sala de aula invertida no sucesso, nas atitudes e na autoeficácia da programação dos alunos na aprendizagem da programação. O estudo foi realizado no semestre de outono de 2016-2017 com alunos do primeiro ano do curso de Introdução à Programação e Algoritmo, no Departamento de Engenharia de Software de uma universidade da Turquia.…”