Investigating the effectiveness of the flipped classroom in an introductory programming course

Souza, Manoj; Rodrigues, Paul

doi:10.15804/tner.2015.40.2.11

Cited by 30 publications

(18 citation statements)

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“…Nevertheless, the studies that have the practices that are the closest to our study were reviewed. It is seen that the results regarding academic success and self-efficacy in this study bear some similarities with results revealed by Souza and Rodrigues [42]. They used FCA for the programming course.…”

Section: Discussion and Recommendationssupporting

confidence: 85%

“…The study concludes that this environment increases the interest of students toward the course while helping the students. Souza and Rodrigues designed an experimental study with FCA and traditional teaching approach in C programming course. According to the results of the study, FCA increases the students’ programming self‐efficacy and academic success at a statistically significant level compared to traditional teaching approach.…”

Section: Introductionmentioning

confidence: 99%

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

Özyurt

2018

Comp Applic In Engineering

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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.

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Section: Discussion and Recommendationssupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

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

Özyurt

2018

Comp Applic In Engineering

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“…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].…”

Section: Higher Education Institutionsmentioning

confidence: 99%

“…One of the articles reviews the subject [43], most articles compare the use of inverted classes with traditional classes [16], [29], [30]. Different objectives are referred, as programming self-efficacy and academic performance [25], gauge the use of the MUSIC model [36] or check for different acceptance by gender [42]. Two documents [31] use two different approaches: students bring computers to class and the other approach is "to ban computers from the classroom and to require students to solve programming problems on paper".…”

Section: Purposementioning

confidence: 99%

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Flipped Classrooms for Introductory Computer Programming Courses

Sobral¹

2021

IJIET

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Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

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Strategies on Teaching Introducing to Programming in Higher Education

Sobral

2021

Advances in Intelligent Systems and Computing

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Investigating the effectiveness of the flipped classroom in an introductory programming course

Cited by 30 publications

References 0 publications

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

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

Flipped Classrooms for Introductory Computer Programming Courses

Strategies on Teaching Introducing to Programming in Higher Education

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