Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

Abstract

The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self-efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self-efficacy, and interaction intensity. FLR is most strongly related to programming self-efficacy, whereas it is most weakly related to interaction.The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self-efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in-class attitudes, and behaviours of students.

Modeling Different Variables in Learning Basic Concepts of Programming in Flipped Classrooms

“…The data generated by several studies conducted on FC model in programming training (Herala et al., 2015; Horton & Craig, 2015; Karaca & Ocak, 2017; Puarungroj, 2015) appear to suggest that FC model develops students' learning performances. The data yielded by Yildiz-Durak (2018b) provide convincing evidence that students' interaction levels, engagement to the lesson as well as attitudes and self-efficacies have been developed in programming training process through FC model. What is more, FLR was found to be effective on these variables in the same study.…”

“…Students can develop their high-level cognitive skills and do more practice in this model (Bergmann & Sams, 2012; Davies, Dean, & Ball, 2013). It is therefore significant to note that using FC model in teaching activities such as programming is suggested to develop high skills of thinking and learning outcomes (e.g., Giannakos et al., 2014; Yildiz-Durak, 2018b). FC model enables teachers and learners to distribute students' learning materials to learners in both online and face-to-face environments and to achieve a well-balanced communication and interactions (Davies et al., 2013).…”

“…FC model enables teachers and learners to distribute students' learning materials to learners in both online and face-to-face environments and to achieve a well-balanced communication and interactions (Davies et al., 2013). Some previous research on FC model has shown that it makes possible to enhance student engagement, to boost students' learning experiences, to increase academic achievements, to deal with cognitive load, and to develop interaction of content–learner–teacher and their satisfactions as well as motivations (Awidi & Paynter, 2019; Chuang, Weng, & Chen, 2018; Connell, Donovan, & Chambers, 2016; Yildiz-Durak, 2018b).…”

“…In the literature, there are several examples of studies (Yildiz-Durak, 2018a) lending support to the needs of students as to easier programming software interface while learning programming and problem-solving skills (PSS). There is a vast amount of literature (Chen, 2014; Giannakos, Krogstie, & Chrisochoides, 2014; Herala, Vanhala, Knutas, & Ikonen, 2015; Horton & Craig, 2015; Karaca & Ocak, 2017; Lepp & Tonnison, 2015; Puarungroj, 2015; Tugun, Uzunboylu, & Ozdamli, 2017; Yildiz-Durak, 2018b) on flipped classroom (FC) model's convenience for increasing the interest, motivation, and academic achievements of students, by prodiving a better context, and thus enhancing practice opportunities, immediate feedback, and individualization of reflection in programming training.…”

Programlama Öğretim Sürecinde Üstün Yetenekli İlkokul Öğrencilerinin Görüşlerinin İncelenmesi

“…Scratch, programlamayı öğrenmek için basit bir arayüze sabit blok tabanlı bir programlama aracıdır (Resnick ve diğ., 2009). Scratch programında programlama kavramlarını öğrenmek, problemlerin çözüm yollarını ifade etmek kolaydır (Siegle, 2009;Yildiz-Durak, 2018b). Bununla birlikte programlama öğretiminde yer alan zorlayıcı görevler, üstün yeteneklilerin düşünme becerilerini geliştirmek için uygun görülür (Yildiz-Durak ve Güyer, 2018).…”