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Flipping a Programing Class to Improve Student Performance and Student Satisfaction

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

David Chen, Jolon Faichney
Copyright: © 2019 |Volume: 10 |Issue: 1 |Pages: 13
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781522565789|DOI: 10.4018/IJAVET.2019010103
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MLA

Chen, David, and Jolon Faichney. "Flipping a Programing Class to Improve Student Performance and Student Satisfaction." IJAVET vol.10, no.1 2019: pp.27-39. http://doi.org/10.4018/IJAVET.2019010103

APA

Chen, D. & Faichney, J. (2019). Flipping a Programing Class to Improve Student Performance and Student Satisfaction. International Journal of Adult Vocational Education and Technology (IJAVET), 10(1), 27-39. http://doi.org/10.4018/IJAVET.2019010103

Chicago

Chen, David, and Jolon Faichney. "Flipping a Programing Class to Improve Student Performance and Student Satisfaction," International Journal of Adult Vocational Education and Technology (IJAVET) 10, no.1: 27-39. http://doi.org/10.4018/IJAVET.2019010103

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Abstract

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

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