Flipping a Programing Class to Improve Student Performance and Student Satisfaction

David Chen and Jolon Faichney
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David Chen: School of Information and Communication Technology, Griffith University, South East Queensland, Australia
Jolon Faichney: School of Information and Communication Technology, Griffith University, South East Queensland, Australia

International Journal of Adult Vocational Education and Technology (IJAVET), 2019, vol. 10, issue 1, 27-39

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.

Date: 2019
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